TY  - JOUR
A1  - Dagiene, Valentina
A1  - Stupuriene, Gabriele
T1  - Informatics Education based on Solving Attractive Tasks through a Contest
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - The paper discusses the issue of supporting informatics
(computer science) education through competitions for lower and
upper secondary school students (8–19 years old). Competitions play
an important role for learners as a source of inspiration, innovation,
and attraction. Running contests in informatics for school students
for many years, we have noticed that the students consider the contest
experience very engaging and exciting as well as a learning experience.
A contest is an excellent instrument to involve students in problem
solving activities. An overview of infrastructure and development
of an informatics contest from international level to the national one
(the Bebras contest on informatics and computer fluency, originated
in Lithuania) is presented. The performance of Bebras contests in 23
countries during the last 10 years showed an unexpected and unusually
high acceptance by school students and teachers. Many thousands of
students participated and got a valuable input in addition to their regular
informatics lectures at school. In the paper, the main attention is paid
to the developed tasks and analysis of students’ task solving results in
Lithuania.
KW  - Informatics Education
KW  - Computer Science Education
KW  - Tasks
KW  - Tests
KW  - Contest
KW  - Problem Solving
KW  - Cognitive Skills
KW  - Bloom’s Taxonomy
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82626
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 97
EP  - 115
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Ellis, Jason Brent
A1  - Abreu-Ellis, Carla Reis
T1  - Student Perspectives of Social Networking use in Higher Education
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - Social networks are currently at the forefront of tools that
lend to Personal Learning Environments (PLEs). This study aimed to
observe how students perceived PLEs, what they believed were the
integral components of social presence when using Facebook as part
of a PLE, and to describe student’s preferences for types of interactions
when using Facebook as part of their PLE. This study used mixed
methods to analyze the perceptions of graduate and undergraduate
students on the use of social networks, more specifically Facebook as a
learning tool. Fifty surveys were returned representing a 65 % response
rate. Survey questions included both closed and open-ended questions.
Findings suggested that even though students rated themselves relatively
well in having requisite technology skills, and 94 % of students used
Facebook primarily for social use, they were hesitant to migrate these
skills to academic use because of concerns of privacy, believing that
other platforms could fulfil the same purpose, and by not seeing the
validity to use Facebook in establishing social presence. What lies
at odds with these beliefs is that when asked to identify strategies in
Facebook that enabled social presence to occur in academic work, the
majority of students identified strategies in five categories that lead to
social presence establishment on Facebook during their coursework.
KW  - Social
KW  - networks
KW  - higher
KW  - education
KW  - personal
KW  - learning
KW  - environments
KW  - Facebook
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82632
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 117
EP  - 131
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Grillenberger, Andreas
A1  - Romeike, Ralf
T1  - Teaching Data Management
BT  - Key Competencies and Opportunities
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - Data management is a central topic in computer science as
well as in computer science education. Within the last years, this topic is
changing tremendously, as its impact on daily life becomes increasingly
visible. Nowadays, everyone not only needs to manage data of various
kinds, but also continuously generates large amounts of data. In
addition, Big Data and data analysis are intensively discussed in public
dialogue because of their influences on society. For the understanding of
such discussions and for being able to participate in them, fundamental
knowledge on data management is necessary. Especially, being aware
of the threats accompanying the ability to analyze large amounts of
data in nearly real-time becomes increasingly important. This raises the
question, which key competencies are necessary for daily dealings with
data and data management.
In this paper, we will first point out the importance of data management
and of Big Data in daily life. On this basis, we will analyze which are
the key competencies everyone needs concerning data management to
be able to handle data in a proper way in daily life. Afterwards, we will
discuss the impact of these changes in data management on computer
science education and in particular database education.
KW  - Data Management
KW  - Key Competencies
KW  - Big Data
KW  - NoSQL
KW  - Databases
KW  - Data Privacy
KW  - Data Analysis
KW  - Challenges
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82648
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 133
EP  - 150
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Haugsbakken, Halvdan
T1  - The Student Learning Ecology
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - Educational research on social media has showed that
students use it for socialisation, personal communication, and informal
learning. Recent studies have argued that students to some degree use
social media to carry out formal schoolwork. This article gives an
explorative account on how a small sample of Norwegian high school
students use social media to self-organise formal schoolwork. This
user pattern can be called a “student learning ecology”, which is a
user perspective on how participating students gain access to learning
resources.
KW  - Learning ecology
KW  - social media
KW  - high school
KW  - Norway
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82659
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 151
EP  - 169
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Jones, Anthony
T1  - ICT Competencies for School Students
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - This paper discusses results from a small-scale research
study, together with some recently published research into student
perceptions of ICT for learning in schools, to consider relevant skills
that do not appear to currently being taught. The paper concludes by
raising three issues relating to learning with and through ICT that need
to be addressed in school curricula and classroom teaching.
KW  - Learning with ICT
KW  - student perceptions
KW  - student experience
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82663
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 171
EP  - 179
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Weigend, Michael
T1  - How Things Work
BT  - Recognizing and Describing Functionality
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - Recognizing and defining functionality is a key competence
adopted in all kinds of programming projects. This study investigates
how far students without specific informatics training are able to identify
and verbalize functions and parameters. It presents observations
from classroom activities on functional modeling in high school chemistry
lessons with altogether 154 students. Finally it discusses the potential
of functional modelling to improve the comprehension of scientific
content.
KW  - Function
KW  - programming
KW  - parameter
KW  - competence
KW  - abstraction
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82814
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 285
EP  - 298
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  - 
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  - 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  - 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  - 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  - 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  - Przybylla, Mareen
A1  - Romeike, Ralf
T1  - Key Competences with Physical Computing
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - Physical computing covers the design and realization of interactive
objects and installations and allows students to develop concrete,
tangible products of the real world that arise from the learners’
imagination. This way, constructionist learning is raised to a level that
enables students to gain haptic experience and thereby concretizes the
virtual. In this paper the defining characteristics of physical computing
are described. Key competences to be gained with physical computing
will be identified.
KW  - Defining characteristics of physical computing
KW  - key competences in physical computing
KW  - physical computing tools
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82904
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 351
EP  - 361
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  - 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  - 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  - 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  - 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  - 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  - Wegner, Christian
A1  - Zender, Raphael
A1  - Lucke, Ulrike
T1  - ProtoSense
BT  - Interactive Paper Prototyping with Multi-Touch Tables
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
KW  - Interface design
KW  - paper prototyping
KW  - NUI
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82970
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 405
EP  - 407
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -