Informatics education: Europe cannot afford to miss the boatReport of the joint Informatics Europe & ACM Europe Working Group on Informatics Education April 2013
Walter Gander, Antoine Petit, Gérard Berry, Barbara Demo, Jan Vahrenhold, Andrew D. McGettrick, Roger D. Boyle, Michèle Drechsler, Avi Mendelson, Chris Stephenson, Carlo Ghezzi, Bertrand Meyer
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Zusammenfassungen
Das Positionspapier der wissenschaftlichen Informatikvereine verlangt einerseits "digital literacy", worunter die effiziente aber auch ethisch korrekte und reflektierte Nutzung von digitalen Werkzeugen verstanden wird und andererseits "informatics", d.h. die Grundlagen der wissenschaftlichen Disziplin Informatik für die Schulstufen K-12. Laut den Autoren sollte digital literacy bis zum Alter von 12 Jahren abgeschlossen sein.
Von Beat Döbeli Honegger, erfasst im Biblionetz am 21.05.2013This report was developed by a group of experts from academia and industry representing the two principal scientific societies in the field, Informatics Europe and ACM Europe, and covering a broad range of disciplines, experiences and countries. It builds on the considerable body of educational research and experimentation on digital literacy and informatics education developed over the past decades in Europe, the US and elsewhere.
The report defines a blueprint for digital literacy and informatics curricula adapted to the European context, and explains why such curricula are critical to the economic health of European countries.
Developing precise curricula is beyond the scope of the report; it is expected that, based on the report’s recommendation, specific curricula will be developed, taking into account the specific constraints of individual countries.
Von Walter Gander, Antoine Petit, Gérard Berry, Barbara Demo, Jan Vahrenhold, Andrew D. McGettrick, Roger D. Boyle, Michèle Drechsler, Avi Mendelson, Chris Stephenson, Carlo Ghezzi, Bertrand Meyer im Text Informatics education: Europe cannot afford to miss the boat (2013) The report defines a blueprint for digital literacy and informatics curricula adapted to the European context, and explains why such curricula are critical to the economic health of European countries.
Developing precise curricula is beyond the scope of the report; it is expected that, based on the report’s recommendation, specific curricula will be developed, taking into account the specific constraints of individual countries.
- All of Europe’s citizens need to be educated in both digital literacy and informatics.
- Digital literacy covers fluency with computer tools and the Internet.
- Informatics covers the science behind information technology. Informatics is a distinct science, characterized by its own concepts, methods, body of knowledge and open issues. It has emerged, in a role similar to that of mathematics, as a cross-discipline field underlying today’s scientific, engineering and economic progress.
- Informatics is a major enabler of technology innovation, the principal resource for Europe’s drive to become an information society, and the key to the future of Europe’s economy.
- European countries are making good progress in including digital literacy in the curriculum. The teaching of this topic should emphasize the proper use of information technology resources and cover matters of ethics such as privacy and plagiarism.
- Informatics education, unlike digital literacy education, is sorely lacking in most European countries. The situation has paradoxically worsened since the 70s and 80s.
- Not offering appropriate informatics education means that Europe is harming its new generation of citizens, educationally and economically.
- Unless Europe takes resolute steps to change that situation, it will turn into a mere consumer of information technology and miss its goal of being a major player.
- Recommendation 1. All students should benefit from education in digital literacy, starting from an early age and mastering the basic concepts by age 12. Digital literacy education should emphasize not only skills but also the principles and practices of using them effectively and ethically.
- Recommendation 2. All students should benefit from education in informatics as an independent scientific subject, studied both for its intrinsic intellectual and educational value and for its applications to other disciplines.
- Recommendation 3. A large-scale teacher training program should urgently be started. To bootstrap the process in the short term, creative solutions should be developed involving school teachers paired with experts from academia and industry.
- Recommendation 4. The definition of informatics curricula should rely on the considerable body of existing work on the topic and the specific recommendations of the present report (section 4).
Bemerkungen
The report is concise and makes strong points, emphasizing in particular the need to distinguish education in informatics from a mere training in digital literacy (the mastery of basic IT tools, the Web etc.). The distinction is often lost on the general public and decision-makers (and we will surely have to emphasize it again and again).
Von Bertrand Meyer im Text Computer Science: Catch Them Early (2013) The report proposes general principles for both kinds of programs, emphasizing in particular:
- For digital literacy, the need to teach not just how-tos but also safe, ethical and effective use of IT resources and tools.
- For informatics, the role of this discipline as a cross-specialty subject, like mathematics.
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Nicht erwähnte Begriffe | Bildung, Daten, Informatik-Didaktik, Informatik-Unterricht (Fachinformatik), Kinder, LehrerIn, Lehrplan 21, Lernen, Schweiz, Unterricht |
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19 Erwähnungen
- Computer Science: Catch Them Early (Bertrand Meyer) (2013)
- Digitale Schule Österreich (Peter Micheuz, Anton Reiter, Gerhard Brandhofer, Martin Ebner, Barbara Sabitzer) (2013)
- Informatische Kompetenzen für ein erfolgreiches Hochschulstudium (Helmar Burkhart, Lukas Emanuel Fässler, Werner Hartmann, Hans Hinterberger, Beate Kuhnt) (2014)
- ISSEP 2014 - Informatics in Schools - Teaching and Learning Perspectives (Yasemin Gülbahar, Erinç Karataş) (2014)
- IT an allgemeinbildenden Schulen - Auswertung internationaler empirischer Studien und Literaturanalyse (Carola Schauer, Hanno Schauer) (2015)
- Developing Computational Thinking in Compulsory Education - Implications for policy and practice (Stefania Bocconi, Augusto Chioccariello, Giuliana Dettori, Anusca Ferrari, Katja Engelhardt) (2016)
- Medienbildung und informatische Bildung - quo vadis? (Klaus Rummler, Beat Döbeli Honegger, Heinz Moser, Horst Niesyto) (2016)
- Are We All In The Same Boat? - Informatics Education in Europe (The Committee on European Computing Education (CECE), Jan Vahrenhold, Enrico Nardelli, Cristina Pereira, Gérard Berry, Michael E. Caspersen, Judith Gal-Ezer, Michael Kölling, Andrew D. McGettrick) (2017)
- Informatische Bildung zum Verstehen und Gestalten der digitalen Welt - 17. GI-Fachtagung Informatik und Schule (Ira Diethelm) (2017)
- Vom Lehrplan zur Lehrerinnenbildung - Erste Erfahrungen mit obligatorischer Informatikdidaktik für angehende Schweizer Primarlehrerinnen (Beat Döbeli Honegger, Michael Hielscher) (2017)
- Lernen und Lehren mit Technologien: Vermittlung digitaler und informatischer Kompetenzen - Erziehung & Unterricht 7&8/2017 (2017)
- Einsatz von OZOBOTs zur informatischen Grundbildung (Gerald Geier, Martin Ebner) (2017)
- Informatics in Schools: Focus on Learning Programming - 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017 (Valentina Dagiene, Arto Hellas) (2017)
- 18. XLogoOnline - A Single-Page, Browser-Based Programming Environment for Schools Aiming at Reducing Cognitive Load on Pupils (Juraj Hromkovic, Giovanni Serafini, Jacqueline Staub)
- From Embedded Systems to Physical Computing - Challenges of the Digital World in Secondary Computer Science Education (Mareen Przybylla) (2018)
- Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)
- The Second Decade of Informatics in Dutch Secondary Education (Natasa Grgurina, Jos Tolboom, Erik Barendsen)
- Frühe informatische Bildung - Ziele und Gelingensbedingungen für den Elementar- und Primarbereich - Wissenschaftliche Untersuchungen zur Arbeit der Stiftung "Haus der kleinen Forscher" (Nadine Bergner, Hilde Köster, Johannes Magenheim, Kathrin Müller, Ralf Romeike, Ulrik Schroeder, Carsten Schulte) (2018)
- WiPSCE 2020 - The 15th Workshop in Primary and Secondary Computing Education (2020)
- Investigation of the informatics-based self-concept of primary school children (Ira Diethelm, Nina Schneider, Matthias Matzner, Maja Brückmann, Anja Zeising)
- WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
- Longitudinal approach for introducing programming in italian primary school (Augusto Chioccariello, Rosa Bottino, Sabrina Panesi, Laura Freina) (2020)
- Investigation of the informatics-based self-concept of primary school children (Ira Diethelm, Nina Schneider, Matthias Matzner, Maja Brückmann, Anja Zeising) (2020)
- 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)
- Teaching Coding in K-12 Schools - Research and Application (Therese Keane, Andrew Fluck) (2023)
- Integrating Programming in Other Subjects at Primary Level - Tool, Glue or Ideation (Linda Mannila)
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Beat hat Dieser Text während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.).