«Big Data» aus der Perspektive von Informatischer Bildung und MedienpädagogikBildung in einer datifizierten Gesellschaft
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Zusammenfassungen
The ubiquitous presence of information and communication technologies in
many areas of society is accompanied by the generation of large amounts of
data. This ‹Big Data› is often unstructured, distributed over many sources, partly
incomplete and mostly not linked with each other. Different interest groups can
evaluate them for specific purposes. The associated social impact can be seen
on a social, economic, political, ethical, and cultural level. Digital media and
Informatic Systems play an essential role in the generation, processing, and use
of ‹Big Data›. For example, ‹Social Media› have high relevance to the everyday
life of young people. Therefore, ‹Big Data› also pose a significant educational
challenge for Media Pedagogy and Computer Science Education. The article
deals with the social effects of ‹Big Data› and tries to reveal which tasks arise
for media pedagogy and computer science education. Joint, complementing, and
specific tasks for both educational fields are pointed out, and the necessity of an
interdisciplinary multi-perspective view of ‹Big Data› in education is justified.
Several suitable software tools are available for such learning and teaching, which
can be used in computer science lessons, in other subjects or interdisciplinary
projects
Von Klappentext in der Zeitschrift Medienpädagogik als Schlüsseldisziplin in einer mediatisierten Welt (2020) im Text «Big Data» aus der Perspektive von Informatischer Bildung und Medienpädagogik 
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Dieser wissenschaftliche Zeitschriftenartikel erwähnt vermutlich nicht ... 
![]() Nicht erwähnte Begriffe | Informatik-Didaktik, Informatikunterricht in der Schule, LehrerIn, Schule |
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