Do not give too much technicality
The secondary students should not be subjected to too much technical intricacy in lower grades. It is more important for them to get a conceptual view of the subjects. However, we cannot totally avoid using technical jargons. Otherwise we would lose the flavour of the subject. There are some terminologies that need to be understood even at this level. For example, understanding of bits, bytes and memories is required to appreciate electronic and magnetic storage. This kind of foundation-level knowledge is usually spelled out in the text book and has to be memorised by the students.

Let the students discover concept from examples
Much of the book is devoted to giving contextual examples to help students understand concepts. For example, we give several examples of input and output devices with a short description of each. In addition to the explicit definition of input and output, the students should be able to draw out the similarities among the listed devices. From these, the students should be able to classify other devices (as input or output) from their functional description. The common concept shared by the devices makes it easy to understand and remember their applications.

Practical work is important
Practical work illuminates some area of the subject and reinforces students’ understanding. Furthermore, students must have user-appreciation of computer as much of the trend in computer information technology makes more sense if seen from the users’ point of view.

Limit the formal practical work to basic skill
It is not necessary for students to know a piece of software from A to Z. If we overwhelm the students with advanced features, they will get the impression that the subject is difficult especially in the lower grades. Teachers should formally teach only the basic skill of using the software and leave the rest for the students to explore on their own. Strictly follow the syllabus.

Encourage students to explore and experiment
One of the most effective ways to boost interest among students is to let them explore a piece of software. We cannot force them to learn advanced features as that will deflate some students. Let them know that they do not have to learn them, but as a form of encouragement show them what they can achieve from those features. Teachers should select applications that are easy to experiment with.

Relate verbal lesson to practical work
Some topics are best taught by sandwiching a practical class in between two theory classes. The pre-practical class is designed to prepare students for practical work. The post-practical class is used to discuss the topic further (or even to repeat the lesson) in the light of the practical work. For example, it is very difficult for students to understand Windows from theory alone, but once they see it in action things will click into place.