• Teaching computer science in secondary education - a technological pedagogical content knowledge perspective (Seite 1 - 7) (Ioannis Ioannou, Charoula Angeli) (2013)   
• PCK and reflection in computer science teacher education (Seite 8 - 16) (Malte Buchholz, Mara Saeli, Carsten Schulte) (2013)   
• Reflections on the role of programming in primary and secondary computing education (Seite 17 - 24) (Carsten Schulte) (2013)   
• The design and implementation of a notional machine for teaching introductory programming (Seite 25 - 28) (Michael Berry, Michael Kölling) (2013)   
• Results of an expert interview as foundation for a study about the pedagogical added value by informatics in context (Seite 29 - 30) (Sven Alisch) (2013)   
• Computational thinking skills in Dutch secondary education (Seite 31 - 32) (Natasa Grgurina, Erik Barendsen, Bert Zwaneveld, Wim van de Grift, Idzard Stoker) (2013)   
• It takes a village to teach information technology (Seite 33 - 34) (Patricia Haden, Joy Gasson) (2013)   
• Positioning computer science in Flemish K-12 education - a reflection (Seite 35 - 36) (Bern Martens, Tom Hofkens) (2013)   
• Empowering information technology teachers through professional development - an evaluation (Seite 37 - 38) (Elsa Mentz, Roxanne Bailey, Betty Breed, Marietjie Havenga) (2013)   
• A visual learning tool for database operation (Seite 39 - 40) (Hiroyuki Nagataki, Yoshiaki Nakano, Midori Nobe, Tatsuya Tohyama, Susumu Kanemune) (2013)   
• Scout patrol secret grilles - one more CS unplugged-style activity on cryptography (Seite 41 - 42) (Pawel Perekietka, Agnieszka Kukla, Przemyslaw Pela) (2013)   
• Types of assignments for novice programmers (Seite 43 - 44) (Alexander Ruf, Marc Berges, Peter Hubwieser) (2013)   
• Conceptual patterns for student-centered computer science education at secondary school level (Seite 45 - 46) (Bernhard Standl) (2013)   
• cs4fn and computational thinking unplugged (Seite 47 - 50) (Paul Curzon) (2013)   
• Evaluation of games for teaching computer science (Seite 51 - 60) (Ben Gibson, Tim Bell) (2013)   
• «Welcome to Nimrod» to learn CS ideas in the middle school (Seite 61 - 70) (Claudio Mirolo, Doranna Di Vano) (2013)   
• On teaching programming with nondeterminism (Seite 71 - 74) (Giora Alexandron, Michal Armoni, Michal Gordon, David Harel) (2013)   
• Teaching black-box testing to high school students (Seite 75 - 78) (Amitrajit Sarkar, Tim Bell) (2013)   
• Could you help me to change the variables? - comparing instruction to encouragement for teaching programming (Seite 79 - 82) (Dimosthenis Makris, Kleomenis Euaggelopoulos, Konstantinos Chorianopoulos, Michail N. Giannakos) (2013)   
• What (else) should CS educators know? - revisited (Seite 83 - 86) (Judith Gal-Ezer, Ela Zur) (2013)   
• Adoption of new computer science high school standards by New Zealand teachers (Seite 87 - 90) (David Thompson, Tim Bell) (2013)   
• Informatics is COOL - Cooperative and computer-assisted open learning (Seite 91 - 94) (Barbara Sabitzer, Stefan Pasterk, Sabrina M. Elsenbaumer) (2013)   
• Pedagogical content knowledge for computer science in German teacher education curricula (Seite 95 - 103) (Peter Hubwieser, Marc Berges, Johannes Magenheim, Niclas Schaper, Kathrin Bröker, Melanie Margaritis, Sigrid E. Schubert, Laura Ohrndorf) (2013)   
• Measurement of pedagogical content knowledge - students' knowledge and conceptions (Seite 104 - 107) (Laura Ohrndorf, Sigrid E. Schubert) (2013)   
• Designing productive gradations of tasks in primary programming education (Seite 108 - 117) (Monika Gujberova, Ivan Kalas) (2013)   
• A media-reduced approach towards informatics at primary level (Seite 118 - 121) (Peter K. Antonitsch, Cornelia Gigacher, Liselotte Hanisch, Barbara Sabitzer) (2013)   
• Arguments for contextual teaching with learning fields in vocational IT schools - results of an interview study among IT and CS training companies (Seite 122 - 131) (Simone Opel, Torsten Brinda) (2013)   
• Practical implementation of learning fields in vocational IT/CS education - a guideline on designing learning situations (Seite 132 - 135) (Simone Opel, Alexander Höpfl, Torsten Brinda) (2013)   

• WiPSCE 2014 - Proceedings of the 9th Workshop in Primary and Secondary Computing Education, Berlin, Germany, November 5-7, 2014 (Carsten Schulte, Michael E. Caspersen, Judith Gal-Ezer) (2014)
  • Should your 8-year-old learn coding? (Caitlin Duncan, Tim Bell, Steve Tanimoto) (2014)   
  • A game to teach network communication reliability problems and solutions (Sam Jarman, Tim Bell) (2014)
• Technological Pedagogical Content Knowledge - Exploring, Developing, and Assessing TPCK (Charoula Angeli, Nicos Valanides) (2015)   
  • Technological Pedagogical Content Knowledge as a Framework for Integrating Educational Technology in the Teaching of Computer Science (Ioannis Ioannou, Charoula Angeli)   
• Entwicklung und Validierung eines Instruments zur Messung des Wissens über Fehlvorstellungen in der Informatik (Laura Ohrndorf) (2016)   
• Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017 (Arthur Tatnall, Mary Webb) (2017)   
  • 52. Educational Support on Computing and Informatics as Means of Empowering Disadvantaged Young People in Developed Countries - Development of an Instrument and First Results (Toshinori Saito)   
• Proceedings of the 12th Workshop on Primary and Secondary Computing Education, WiPSCE 2017, Nijmegen, The Netherlands, November 8-10, 2017 (Erik Barendsen, Peter Hubwieser) (2017)
  • Computing Teachers' Perspectives on Threshold Concepts - Functions and Procedural Abstraction (Maria Kallia, Sue Sentance) (2017)   
• Second Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai) (2018)   
  • 26. Knowledge Base for Information and Communication Technology in Education (Charoula Angeli, Nicos Valanides)   
• Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018. (Andreas Mühling, Quintin I. Cutts) (2018)
  • Talking at cross purposes - perceived learning barriers by students and teachers in programming education (Norbert Dorn, Marc Berges, Dino Capovilla, Peter Hubwieser) (2018)   
• Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)   
  • A Core Informatics Curriculum for Italian Compulsory Education (Luca Forlizzi, Michael Lodi, Anna Morpurgo, Violetta Lonati, Claudio Mirolo, Alberto Montresor, Mattia Monga, Enrico Nardelli)   
  • Investigating the Pedagogical Content Knowledge of Teachers Attending a MOOC on Scratch Programming (Ebrahim Rahimi, Ineke Henze, Felienne Hermans, Erik Barendsen)   
  • Piaget’s Cognitive Development in Bebras Tasks - A Descriptive Analysis by Age Groups (Christine Lutz, Marc Berges, Jonas Hafemann, Christoph Sticha)   
  • The Second Decade of Informatics in Dutch Secondary Education (Natasa Grgurina, Jos Tolboom, Erik Barendsen)   
• The effects of first programming language on college students’ computing attitude and achievement - a comparison of graphical and textual languages (Chen Chen, Paulina Haduong, Karen Brennan, Gerhard Sonnert, Philip Sadler) (2018)   
• SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019, Minneapolis, MN, USA, February 27 - March 02, 2019 (Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones, Sarah Heckman, Jian Zhang 0036) (2019)
  • Story Programming - Explaining Computer Science Before Coding (Jennifer Parham-Mocello, Shannon Ernst, Martin Erwig, Lily Shellhammer, Emily Dominguez) (2019)   
• Informatik für alle - 18. GI-Fachtagung Informatik und Schule (Arno Pasternak) (2019)    
  • Aufgabe ist nicht gleich Aufgabe - Vielfältige Aufgabentypen bewusst in Scratch einsetzen (Katharina Geldreich, Mike Talbot, Peter Hubwieser)   
• Informatics in Schools. New Ideas in School Informatics (Sergei Pozdniakov, Valentina Dagienė) (2019)   
  • An Exploration of Teachers’ Perspective About the Learning of Iteration-Control Constructs (Emanuele Scapin, Claudio Mirolo)   
• ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
  • Structural Barriers to Computer Science Education in NZ High Schools (Chamindi K. Samarasekara) (2020)   
• WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
  • Keeping secrets - K-12 students' understanding of cryptography (Anke Lindmeier, Andreas Mühling) (2020)   
  • Teacher perceptions of feedback in high school programming education - a thematic analysis (Tyne Crow, Diana Kirk, Andrew Luxton-Reilly, Ewan D. Tempero) (2020)   
• WiPSCE '21 - The 16th Workshop in Primary and Secondary Computing Education, Virtual Event / Erlangen, Germany, October 18-20, 2021 (Marc Berges, Andraes Mühling, Michal Armoni) (2021)
  • A Decade of CS Education in New Zealand's High Schools - Where Are We At? (Chamindi K. Samarasekara, Claudia Ott, Anthony V. Robins) (2021)   
• Fachliche Bildung in der digitalen Welt - Digitalisierung, Big Data und KI im Forschungsfokus von 15 Fachdidaktiken (Volker Frederking, Ralf Romeike) (2022)   
  • Informatische Bildung in der digitalen Welt - Die digitale Transformation im Fokus der Informatikdidaktik ± Theorie, Empirie, Praxis (Ralf Romeike, Stefan Seegerer)  
• WiPSCE '22 - The 17th Workshop in Primary and Secondary Computing Education, Morschach, Switzerland, 31 October 2022 - 2 November 2022 (Mareen Grillenberger, Marc Berges) (2022)  
  • 8. Video Analysis of a Teacher's Use of Notional Machines in an Introductory High School Electronic Textile Unit - A three-tier framework to capture notional machines in practice (Gayithri Jayathirtha) (2022)   
• Programmieren in der Grundschule - Eine Design-Based-Research-Studie (Katharina Geldreich) (2023)   
• Vergleich der Informatikausbildung für angehende Primar- und Sekundarlehrpersonen an Deutschschweizer Pädagogischen Hochschulen (Larissa Meyer-Baron, Adrian Degonda, Bernadette Spieler, Thomas Schmalfeldt) (2024)   

Beat hat diese Konferenz-Proceedings während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt weder ein physisches noch ein digitales Exemplar. Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben.