@article{LewinMcNicol2015,
  author    = {Lewin, Cathy and McNicol, Sarah},
  title     = {Supporting the Development of 21st Century Skills through ICT},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82672},
  pages     = {181 -- 198},
  year      = {2015},
  abstract  = {The growing impact of globalisation and the development of a 'knowledge society' have led many to argue that 21st century skills are essential for life in twenty-first century society and that ICT is central to their development. This paper describes how 21st century skills, in particular digital literacy, critical thinking, creativity, communication and collaboration skills, have been conceptualised and embedded in the resources developed for teachers in iTEC, a four-year, European project. The effectiveness of this approach is considered in light of the data collected through the evaluation of the pilots, which considers both the potential benefits of using technology to support the development of 21st century skills, but also the challenges of doing so. Finally, the paper discusses the learning support systems required in order to transform pedagogies and embed 21st century skills. It is argued that support is required in standards and assessment; curriculum and instruction; professional development; and learning environments.},
  language  = {en}
}
@article{MagenheimNellesNeugebaueretal.2015,
  author    = {Magenheim, Johannes and Nelles, Wolfgang and Neugebauer, Jonas and Ohrndorf, Laura and Schaper, Niclas and Schubert, Sigrid},
  title     = {Expert Rating of Competence Levels in Upper Secondary Computer Science Education},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82683},
  pages     = {199 -- 216},
  year      = {2015},
  abstract  = {In the project MoKoM, which is funded by the German Research Foundation (DFG) from 2008 to 2012, a test instrument measuring students' competences in computer science was developed. This paper presents the results of an expert rating of the levels of students' competences done for the items of the instrument. At first we will describe the difficulty-relevant features that were used for the evaluation. These were deduced from computer science, psychological and didactical findings and resources. Potentials and desiderata of this research method are discussed further on. Finally we will present our conclusions on the results and give an outlook on further steps.},
  language  = {en}
}
@article{OpelKramerTrommenetal.2015,
  author    = {Opel, Simone and Kramer, Matthias and Trommen, Michael and Pottb{\"a}cker, Florian and Ilaghef, Youssef},
  title     = {BugHunt},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82693},
  pages     = {217 -- 233},
  year      = {2015},
  abstract  = {Competencies related to operating systems and computer security are usually taught systematically. In this paper we present a different approach, in which students have to remove virus-like behaviour on their respective computers, which has been induced by software developed for this purpose. They have to develop appropriate problem-solving strategies and thereby explore essential elements of the operating system. The approach was implemented exemplarily in two computer science courses at a regional general upper secondary school and showed great motivation and interest in the participating students.},
  language  = {en}
}
@article{PassigTzurielKedmi2015,
  author    = {Passig, David and Tzuriel, David and Kedmi, Ganit Eshel},
  title     = {Improving children's Cognitive Modifiability through Mediated Learning and Dynamic Assessment within 3D Immersive Virtual Reality Environment},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82705},
  pages     = {235 -- 252},
  year      = {2015},
  abstract  = {The objectives of this study were to examine (a) the effect of dynamic assessment (DA) in a 3D Immersive Virtual Reality (IVR) environment as compared with computerized 2D and noncomputerized (NC) situations on cognitive modifiability, and (b) the transfer effects of these conditions on more difficult problem solving administered two weeks later in a non-computerized environment. A sample of 117 children aged 6:6-9:0 years were randomly assigned into three experimental groups of DA conditions: 3D, 2D, and NC, and one control group (C). All groups received the pre- and post-teaching Analogies subtest of the Cognitive Modifiability Battery (CMB-AN). The experimental groups received a teaching phase in conditions similar to the pre-and post-teaching phases. The findings showed that cognitive modifiability, in a 3D IVR, was distinctively higher than in the two other experimental groups (2D computer group and NC group). It was also found that the 3D group showed significantly higher performance in transfer problems than the 2D and NC groups.},
  language  = {en}
}
@article{Saito2015,
  author    = {Saito, Toshinori},
  title     = {The Key Competencies in Informatics and ICT viewed from Nussbaum's Ten Central Capabilities},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82718},
  pages     = {253 -- 266},
  year      = {2015},
  abstract  = {This article shows a discussion about the key competencies in informatics and ICT viewed from a philosophical foundation presented by Martha Nussbaum, which is known as 'ten central capabilities'. Firstly, the outline of 'The Capability Approach', which has been presented by Amartya Sen and Nussbaum as a theoretical framework of assessing the state of social welfare, will be explained. Secondly, the body of Nussbaum's ten central capabilities and the reason for being applied as the basis of discussion will be shown. Thirdly, the relationship between the concept of 'capability' and 'competency' is to be discussed. After that, the author's assumption of the key competencies in informatics and ICT led from the examination of Nussbaum's ten capabilities will be presented.},
  language  = {en}
}
@article{Webb2015,
  author    = {Webb, Mary},
  title     = {Considerations for the Design of Computing Curricula},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82723},
  pages     = {267 -- 283},
  year      = {2015},
  abstract  = {This paper originated from discussions about the need for important changes in the curriculum for Computing including two focus group meetings at IFIP conferences over the last two years. The paper examines how recent developments in curriculum, together with insights from curriculum thinking in other subject areas, especially mathematics and science, can inform curriculum design for Computing. The analysis presented in the paper provides insights into the complexity of curriculum design as well as identifying important constraints and considerations for the ongoing development of a vision and framework for a Computing curriculum.},
  language  = {en}
}
@article{Curzon2015,
  author    = {Curzon, Paul},
  title     = {Unplugged Computational Thinking for Fun},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82575},
  pages     = {15 -- 27},
  year      = {2015},
  abstract  = {Computational thinking is a fundamental skill set that is learned by studying Informatics and ICT. We argue that its core ideas can be introduced in an inspiring and integrated way to both teachers and students using fun and contextually rich cs4fn 'Computer Science for Fun' stories combined with 'unplugged' activities including games and magic tricks. We also argue that understanding people is an important part of computational thinking. Computational thinking can be fun for everyone when taught in kinaesthetic ways away from technology.},
  language  = {en}
}
@article{Kalas2015,
  author    = {Kalas, Ivan},
  title     = {Programming at Pre-primary and Primary Levels},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82587},
  pages     = {29 -- 31},
  year      = {2015},
  language  = {en}
}
@article{MagenheimSchubertSchapert2015,
  author    = {Magenheim, Johannes and Schubert, Sigrid and Schapert, Niclas},
  title     = {Modelling and Measurement of Competencies in Computer Science Education},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82592},
  pages     = {33 -- 57},
  year      = {2015},
  abstract  = {As a result of the Bologna reform of educational systems in Europe the outcome orientation of learning processes, competence-oriented descriptions of the curricula and competence-oriented assessment procedures became standard also in Computer Science Education (CSE). The following keynote addresses important issues of shaping a CSE competence model especially in the area of informatics system comprehension and object-oriented modelling. Objectives and research methodology of the project MoKoM (Modelling and Measurement of Competences in CSE) are explained. Firstly, the CSE competence model was derived based on theoretical concepts and then secondly the model was empirically examined and refined using expert interviews. Furthermore, the paper depicts the development and examination of a competence measurement instrument, which was derived from the competence model. Therefore, the instrument was applied to a large sample of students at the gymnasium's upper class level. Subsequently, efforts to develop a competence level model, based on the retrieved empirical results and on expert ratings are presented. Finally, further demands on research on competence modelling in CSE will be outlined.},
  language  = {en}
}
@article{BarnesKennewell2015,
  author    = {Barnes, Jan and Kennewell, Steve},
  title     = {Teacher Perceptions of Key Competencies in ICT},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82604},
  pages     = {61 -- 75},
  year      = {2015},
  abstract  = {Regardless of what is intended by government curriculum specifications and advised by educational experts, the competencies taught and learned in and out of classrooms can vary considerably. In this paper, we discuss in particular how we can investigate the perceptions that individual teachers have of competencies in ICT, and how these and other factors may influence students' learning. We report case study research which identifies contradictions within the teaching of ICT competencies as an activity system, highlighting issues concerning the object of the curriculum, the roles of the participants and the school cultures. In a particular case, contradictions in the learning objectives between higher order skills and the use of application tools have been resolved by a change in the teacher's perceptions which have not led to changes in other aspects of the activity system. We look forward to further investigation of the effects of these contradictions in other case studies and on forthcoming curriculum change.},
  language  = {en}
}