TY - JOUR A1 - Rosenzweig, Claudia T1 - When Jesus Spoke Yiddish BT - Some Remarks on a Yiddish Manuscript of the “Toledot Yeshu” (MS. Günzburg 1730) JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien [21 (2015)] = Jesus in den Jüdischen Kulturen des 19. und 20. Jahrhunderts JF - PaRDeS : Journal of the Association of Jewish Studies [21 (2015)] = Jesus in the Jewish cultures of the 19th and 20th century N2 - Im folgenden Artikel sollen exemplarische Passagen eines der jiddischen “Toldot- Yeshu”-Manuskripte diskutiert werden, das bis zum gegenwärtigen Zeitpunkt noch nicht wissenschaftlich untersucht wurde: Die Handschrift mit der Signatur MS. Günzburg 1730 wird in der Russischen Staatsbibliothek in Moskau aufbewahrt und in das 17. Jahrhundert datiert. Das Manuskript ist in die sogenannte ‚Herodes Tradition‘ der “Toledot Yeshu” einzuordnen. Demzufolge ist die vorliegende jiddische Handschrift MS. Günzburg 1730 mit der hebräisch gedruckten Version verwandt, die zusammen mit einer lateinischen Übersetzung von dem Schweizer Pastoren und Theologen Johann Jacob Uldrich (Huldricus, 1683–1731) im Jahre 1705 in Leiden unter dem Titel “Historia Jeschuae Nazareni” publiziert wurde. Obschon die genaue Datierung der jiddischen Handschrift nicht möglich ist, erlauben exemplarische Vergleiche zwischen den hebräischen und den jiddischen Texten dennoch spezifische Merkmale der jiddischen Version herauszustellen, und Fragen über die Übermittlung und der Rezeption dieses anspruchsvollen und interessanten Textes aufzuwerfen. N2 - In this paper, I wish to bring some evidences from a Yiddish manuscript of the “Toledot Yeshu” which has not yet been the object of research: MS. Günzburg, 1730 kept in the Russian State Library in Moscow and dated 17th century. The manuscript is part of the so-called ‘Herode-tradition’ of the “Toledot Yeshu”. This means that the Yiddish manuscript is connected to the version printed in Hebrew and accompanied by a Latin translation by the Swiss pastor and theologian Johann Jacob Uldrich (Huldricus, 1683–1731) in Leiden in 1705, bearing the title “Historia Jeschuae Nazareni”. Given the uncertainty about the exact dating of the Yiddish manuscript, a comparison between the Hebrew and the Yiddish can still allow some remarks concerning the characteristics of the Yiddish version and posit some questions about the transmission and the reception of this challenging and intriguing text. Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-85881 SN - 978-3-86956-331-2 SN - 1614-6492 SN - 1862-7684 VL - 21 SP - 199 EP - 214 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Rajner, Mirjam T1 - Zinovii Tolkatchev’s „Jesus in Majdanek“ BT - A Soviet-Jewish Artist Confronting the Holocaust JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien [21 (2015)] = Jesus in den Jüdischen Kulturen des 19. und 20. Jahrhunderts JF - PaRDeS : Journal of the Association of Jewish Studies [21 (2015)] = Jesus in the Jewish cultures of the 19th and 20th century N2 - Zinovii Shenderovich Tolkatchev (1903–1977), ein sowjetischer Künstler jüdischer Herkunft, kreierte 1945 eine eindrucksvolle Serie von fünf Bildern mit dem Titel “Jesus in Majdanek”. Die Serie war der Höhepunkt von Tolkatchevs intensiver Auseinandersetzung mit den Erfahrungen, die er als Soldat der Roten Armee, während der Befreiung der Konzentrationslager Majdanek und Auschwitz gemacht hatte. Schockiert von dem dort Gesehenen, zeigt er Jesus als Lagerinsassen, der eine gestreifte Uniform trägt, die alle nur möglichen Diffamierungszeichen aufweist – den jüdischen gelben Stern, das rote Dreieck politischer Gefangener und die individuelle Gefangenennummer. Die numerische Tätowierung am Unterarm ist auch zu sehen. Die verschiedenen Abschnitte des Lagerlebens werden als die der traditionellen Passion Christi dargestellt. Während der Künstler die verschiedenen Phasen des Leidens Jesu kanonisch portraitiert, basiert sein künstlerisches Schaffen auf den der bekannten Malereien der europäischen Renaissance. Der Artikel platziert Tolkatchevs Bilderserie in einem breiteren kulturellen und visuellen Kontext, da er sowohl die Entwicklung des ‚historischen Jesu‘ typisch für das Denkbild des Europas des 19. Jahrhunderts und der Kunst des Russischem Realismus als auch den Einfluss der deutschen Avantgarde, untersucht. Dadurch bietet sich ein tiefsinnigeres Verstehen von Tolkatchevs Arbeit und ihrer universellen Botschaft. N2 - In 1945, Zinovii Shenderovich Tolkatchev (1903–1977), a Soviet artist of Jewish origin, created a striking series of five images entitled “Jesus in Majdanek”. The series was the culmination of Tolkatchev‘s intensive preoccupation with the experience he, as a Red Army soldier, endured upon taking part in liberation of the concentration camps Majdanek and Auschwitz. Shocked by the actual sights he witnessed, he depicted Jesus as an actual camp inmate, wearing a striped uniform marked by every possible defamation sign – the Jewish yellow star, the red triangle of political prisoners, and the individual prison number, the numerical tattoo on his lower arm can also be seen. The different stages of camp life are portrayed as the traditional Passion of Christ. While showing the actual situations the artist based himself upon the well known European Renaissance paintings canonically depicting Jesus‘ suffering. The article places Tolkatchev‘s series in a broader cultural and visual context by exploring the development of the ‘historical Jesus’ in the 19th century European thought and Russian realist art, and by examining the impact of the German avant-garde. By doing so, a deeper understanding of the universal message Tolkatchev’s works entail is offered. Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-85794 SN - 978-3-86956-331-2 SN - 1614-6492 SN - 1862-7684 VL - 21 SP - 59 EP - 85 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Dal Bo, Federico T1 - The Theological and Cultural Challenge of Messianic Jews BT - Towards a New Jewish Paradigm? JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien [21 (2015)] = Jesus in den Jüdischen Kulturen des 19. und 20. Jahrhunderts JF - PaRDeS : Journal of the Association of Jewish Studies [21 (2015)] = Jesus in the Jewish cultures of the 19th and 20th century N2 - Messianische Juden sind Juden, die den messianischen Charakter Jesus sowohl wie den in traditionelles Judentum übermittelten Kult synkretistisch annehmen. Der vorliegende Beitrag untersucht die Entstehung dieser synkretistischen und im heutigen Israel marginalen Bewegung und behauptet, dass sie eine radikale Entwicklung in der zweitausendjährigen Geschichte der jüdisch-christlichen Beziehungen darstellt. Dieser Beitrag bietet eine allgemeine Einführung in den Begriff der jüdisch-christlichen Identität, eine kurze Geschichte von der ersten Gruppe der messianischen Juden im Land Israels, einen Überblick über den religiösen Synkretismus der messianischen Juden und ihren den kulturellen Einfluss auf den modernen Israel und, schließlich, die Implikation, dass das messianische Judentum für ein neues Paradigma innerhalb der verschiedenen Hauptströmungen des Judentums gehalten werden sollte. N2 - Messianic Jews are Jewish individuals who syncretically accept both the messianic character of Jesus and the ritual cultic practices provided by traditional Judaism. The present article examines the emergence of this marginal syncretic movement in contemporary Israel, and maintains that it represents a radical development in the bimillenary history of Jewish-Christian relations. This article offers a general introduction to the notion of Jewish-Christian identity, a brief history of the first group of Messianic Jews in the Land of Israel, the cultural influence and religious syncretism of the Messianic Jews in modern Israel, and, finally, the implication that Messianic Judaism is supposed to become the new paradigm within the various branches of Judaism. Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-85762 SN - 978-3-86956-331-2 SN - 1614-6492 SN - 1862-7684 VL - 21 SP - 33 EP - 58 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK T1 - Tackling investment challenges in power generation BT - In IEA countries KW - Energieerzeugung KW - Investitionspolitik KW - Nachhaltigkeit Y1 - 2007 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-bbdig-70 SN - 978-92-64-03007-7 PB - OECD/IEA CY - Paris ER - TY - BOOK A1 - Taneja, Preti T1 - Assimilation, exodus, eradication BT - Iraq’s minority communities since 2003 KW - Irak KW - Minderheit KW - Geschichte 2003-2006 Y1 - 2007 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-bbdig-87 SN - 1-904584-60-8 PB - Minority Rights Group International CY - London ER - TY - JOUR A1 - Delgado Kloos, Carlos T1 - What about the Competencies of Educators in the New Era of Digital Education? JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - A lot has been published about the competencies needed by students in the 21st century (Ravenscroft et al., 2012). However, equally important are the competencies needed by educators in the new era of digital education. We review the key competencies for educators in light of the new methods of teaching and learning proposed by Massive Open Online Courses (MOOCs) and their on-campus counterparts, Small Private Online Courses (SPOCs). KW - Massive Open Online Courses KW - Small Private Online Courses KW - Competencies KW - Digital Education KW - Digital Revolution KW - Big Data Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-83015 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 435 EP - 438 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Micheuz, Peter T1 - Discussing Educational Standards for Digital Competence and/or Informatics Education at Lower Secondary Level JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - Participants of this workshop will be confronted exemplarily with a considerable inconsistency of global Informatics education at lower secondary level. More importantly, they are invited to contribute actively on this issue in form of short case studies of their countries. Until now, very few countries have been successful in implementing Informatics or Computing at primary and lower secondary level. The spectrum from digital literacy to informatics, particularly as a discipline in its own right, has not really achieved a breakthrough and seems to be underrepresented for these age groups. The goal of this workshop is not only to discuss the anamnesis and diagnosis of this fragmented field, but also to discuss and suggest viable forms of therapy in form of setting educational standards. Making visible good practices in some countries and comparing successful approaches are rewarding tasks for this workshop. Discussing and defining common educational standards on a transcontinental level for the age group of 14 to 15 years old students in a readable, assessable and acceptable form should keep the participants of this workshop active beyond the limited time at the workshop. KW - Educational Standards KW - Digital Competence KW - Informatics Education KW - Computing KW - Lower Secondary Level Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-83008 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 425 EP - 431 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Diethelm, Ira A1 - Syrbe, Jörn T1 - Let’s talk about CS! BT - Towards a suitable Classroom Language and Terminology of CS for Teaching JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - To communicate about a science is the most important key competence in education for any science. Without communication we cannot teach, so teachers should reflect about the language they use in class properly. But the language students and teachers use to communicate about their CS courses is very heterogeneous, inconsistent and deeply influenced by tool names. There is a big lack of research and discussion in CS education regarding the terminology and the role of concepts and tools in our science. We don’t have a consistent set of terminology that we agree on to be helpful for learning our science. This makes it nearly impossible to do research on CS competencies as long as we have not agreed on the names we use to describe these. This workshop intends to provide room to fill with discussion and first ideas for future research in this field. KW - Terminology KW - classroom language KW - CS concepts KW - competencies KW - tools Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82983 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 411 EP - 414 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Schiller, Thomas T1 - Teaching Information Security (as Part of Key Competencies) BT - The Situation in Austria JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - The poster and abstract describe the importance of teaching information security in school. After a short description of information security and important aspects, I will show, how information security fits into different guidelines or models for computer science educations and that it is therefore on of the key competencies. Afterwards I will present you a rough insight of teaching information security in Austria. KW - Teaching information security KW - key competencies KW - computer science education KW - Austria Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82960 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 401 EP - 404 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Opel, Simone T1 - On the Way to a “General Model of Contextualised Computer Science Education” BT - A Criteria-based Comparison of “Computer Science in Context” and the Concept of “Learning Fields” JF - KEYCIT 2014 - Key Competencies in Informatics and ICT KW - Vocational Education KW - Secondary Education KW - Computer Science Education KW - Learning Fields KW - Contextualisation KW - Computer Science in Context KW - Activity-orientated Learning Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82953 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 397 EP - 400 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Büchner, Steffen T1 - Empirical and Normative Research on Fundamental Ideas of Embedded System Development JF - KEYCIT 2014 - Key Competencies in Informatics and ICT KW - Theory KW - Embedded Systems KW - Fundamental Ideas Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82949 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 393 EP - 396 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Zieris, Holger A1 - Gerstberger, Herbert A1 - Müller, Wolfgang T1 - Using Arduino-Based Experiments to Integrate Computer Science Education and Natural Science JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - Current curricular trends require teachers in Baden- Wuerttemberg (Germany) to integrate Computer Science (CS) into traditional subjects, such as Physical Science. However, concrete guidelines are missing. To fill this gap, we outline an approach where a microcontroller is used to perform and evaluate measurements in the Physical Science classroom. Using the open-source Arduino platform, we expect students to acquire and develop both CS and Physical Science competencies by using a self-programmed microcontroller. In addition to this combined development of competencies in Physical Science and CS, the subject matter will be embedded in suitable contexts and learning environments, such as weather and climate. KW - Computer Science Education KW - Natural Science Education KW - Inquiry-based Learning KW - Physical Science KW - Measurement KW - Arduino KW - Sensors Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82938 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 381 EP - 389 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Sysło, Maciej M. A1 - Kwiatkowska, Anna Beata T1 - Think logarithmically! JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - We discuss here a number of algorithmic topics which we use in our teaching and in learning of mathematics and informatics to illustrate and document the power of logarithm in designing very efficient algorithms and computations – logarithmic thinking is one of the most important key competencies for solving real world practical problems. We demonstrate also how to introduce logarithm independently of mathematical formalism using a conceptual model for reducing a problem size by at least half. It is quite surprising that the idea, which leads to logarithm, is present in Euclid’s algorithm described almost 2000 years before John Napier invented logarithm. KW - Logarithm KW - binary search KW - binary representation KW - exponentiation KW - Euclid’s algorithm KW - Fibonacci numbers KW - divide and conquer KW - complexity Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82923 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 371 EP - 380 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Reynolds, Nicholas A1 - Swainston, Andrew A1 - Bendrups, Faye T1 - Music Technology and Computational Thinking BT - Young People displaying Competence JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - A project involving the composition of a number of pieces of music by public participants revealed levels of engagement with and mastery of complex music technologies by a number of secondary student volunteers. This paper reports briefly on some initial findings of that project and seeks to illuminate an understanding of computational thinking across the curriculum. KW - Computational Thinking KW - Music Technology KW - ICT Competence KW - Young People Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82913 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 363 EP - 370 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Preston, Christina A1 - Younie, Sarah T1 - Mentoring in a Digital World BT - What are the Issues? JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - This paper focuses on the results of the evaluation of the first pilot of an e-mentoring unit designed by the Hands-On ICT consortium, funded by the EU LLL programme. The overall aim of this two-year activity is to investigate the value for professional learning of Massive Online Open Courses (MOOCs) and Community Online Open Courses (COOCs) in the context of a ‘community of practice’. Three units in the first pilot covered aspects of using digital technologies to develop creative thinking skills. The findings in this paper relate to the fourth unit about e-mentoring, a skill that was important to delivering the course content in the other three units. Findings about the e-mentoring unit included: the students’ request for detailed profiles so that participants can get to know each other; and, the need to reconcile the different interpretations of e-mentoring held by the participants when the course begins. The evaluators concluded that the major issues were that: not all professional learners would self-organise and network; and few would wish to mentor their colleagues voluntarily. Therefore, the e-mentoring issues will need careful consideration in pilots two and three to identify how e-mentoring will be organised. KW - MOOCs KW - e-mentoring KW - professional development KW - ICT skills KW - user-centred Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82895 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 343 EP - 350 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Or-Bach, Rachel T1 - Programming for Non-Programmers BT - Fostering Comprehension Capabilities by Employing a PRS JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - The study reported in this paper involved the employment of specific in-class exercises using a Personal Response System (PRS). These exercises were designed with two goals: to enhance students’ capabilities of tracing a given code and of explaining a given code in natural language with some abstraction. The paper presents evidence from the actual use of the PRS along with students’ subjective impressions regarding both the use of the PRS and the special exercises. The conclusions from the findings are followed with a short discussion on benefits of PRS-based mental processing exercises for learning programming and beyond. KW - Novice programmers KW - comprehension KW - tracing KW - personal response systems Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82875 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 335 EP - 342 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ohrndorf, Laura T1 - Assignments in Computer Science Education BT - Results of an Analysis of Textbooks, Curricula and other Resources JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - In this paper we describe the recent state of our research project concerning computer science teachers’ knowledge on students’ cognition. We did a comprehensive analysis of textbooks, curricula and other resources, which give teachers guidance to formulate assignments. In comparison to other subjects there are only a few concepts and strategies taught to prospective computer science teachers in university. We summarize them and given an overview on our empirical approach to measure this knowledge. KW - Pedagogical content knowledge KW - computer science teachers KW - students’ knowledge KW - students’ conceptions Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82868 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 327 EP - 333 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Maina, Anthony Gioko A1 - Angondi, Enos Kiforo A1 - Waga, Rosemary T1 - How does the Implementation of a Literacy Learning Tool Kit influence Literacy Skill Acquisition? JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - This study aimed at following how teachers transfer skills into results while using ABRA literacy software. This was done in the second part of the pilot study whose aim was to provide equity to control group teachers and students by exposing them to the ABRACADABRA treatment after the end of phase 1. This opportunity was used to follow the phase 1 teachers to see how the skills learned were being transformed into results. A standard three-day initial training and planning session on how to use ABRA to teach literacy was held at the beginning of each phase for ABRA teachers (phase 1 experimental and phase 2 delayed ABRA). Teachers were provided with teaching materials including a tentative ABRA curriculum developed to align with the Kenyan English Language requirements for year 1 and 3 students. Results showed that although there was no significant difference between the groups in vocabulary-related subscales which include word reading and meaning as well as sentence comprehension, students in ABRACADABRA classes improved their scores at a significantly higher rate than students in control classes in comprehension related scores. An average student in the ABRACADABRA group improved by 12 and 16 percentile points respectively compared to their counterparts in the control group. KW - ABRACADABRA KW - Early Literacy KW - Achievement KW - Teachers KW - Learners Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82856 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 319 EP - 326 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Christensen, Rhonda A1 - Knezek, Gerald T1 - The Technology Proficiency Self-Assessment Questionnaire (TPSA) BT - Evolution of a Self-Efficacy Measure for Technology Integration JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - The Technology Proficiency Self-Assessment (TPSA) questionnaire has been used for 15 years in the USA and other nations as a self-efficacy measure for proficiencies fundamental to effective technology integration in the classroom learning environment. Internal consistency reliabilities for each of the five-item scales have typically ranged from .73 to .88 for preservice or inservice technology-using teachers. Due to changing technologies used in education, researchers sought to renovate partially obsolete items and extend self-efficacy assessment to new areas, such as social media and mobile learning. Analysis of 2014 data gathered on a new, 34 item version of the TPSA indicates that the four established areas of email, World Wide Web (WWW), integrated applications, and teaching with technology continue to form consistent scales with reliabilities ranging from .81 to .93, while the 14 new items gathered to represent emerging technologies and media separate into two scales, each with internal consistency reliabilities greater than .9. The renovated TPSA is deemed to be worthy of continued use in the teaching with technology context. KW - Technology proficiency KW - self-efficacy KW - teacher competencies Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82838 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 311 EP - 318 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Bottino, Rosa A1 - Chioccariello, Augusto T1 - Computational Thinking BT - Videogames, Educational Robotics, and other Powerful Ideas to Think with JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - Digital technology has radically changed the way people work in industry, finance, services, media and commerce. Informatics has contributed to the scientific and technological development of our society in general and to the digital revolution in particular. Computational thinking is the term indicating the key ideas of this discipline that might be included in the key competencies underlying the curriculum of compulsory education. The educational potential of informatics has a history dating back to the sixties. In this article, we briefly revisit this history looking for lessons learned. In particular, we focus on experiences of teaching and learning programming. However, computational thinking is more than coding. It is a way of thinking and practicing interactive dynamic modeling with computers. We advocate that learners can practice computational thinking in playful contexts where they can develop personal projects, for example building videogames and/or robots, share and discuss their construction with others. In our view, this approach allows an integration of computational thinking in the K-12 curriculum across disciplines. KW - Computational thinking KW - programming in context KW - informatics education Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82820 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 301 EP - 309 PB - Universitätsverlag Potsdam CY - Potsdam ER -