Institut für Informatik und Computational Science
Refine
Has Fulltext
- yes (116) (remove)
Year of publication
Document Type
- Article (116) (remove)
Keywords
- Didaktik (13)
- Ausbildung (12)
- Hochschuldidaktik (12)
- Informatik (12)
- Computer Science Education (4)
- E-Learning (4)
- Competence Measurement (3)
- Secondary Education (3)
- Big Data (2)
- Competence Modelling (2)
- Computational thinking (2)
- IT-Infrastruktur (2)
- Informatics Education (2)
- Informatics Modelling (2)
- Informatics System Application (2)
- Informatics System Comprehension (2)
- Strategie (2)
- computational thinking (2)
- education (2)
- 21st century skills, (1)
- ABRACADABRA (1)
- ARCS Modell (1)
- Achievement (1)
- Activity Theory (1)
- Activity-orientated Learning (1)
- Adaptivität (1)
- Arduino (1)
- Assessment (1)
- Audience Response Systeme (1)
- Austria (1)
- Autismus (1)
- Automated Theorem Proving (1)
- Automatic Item Generation (1)
- Automatisches Beweisen (1)
- Blended Learning (1)
- Bloom’s Taxonomy (1)
- CS concepts (1)
- Capability approach (1)
- Challenges (1)
- Clause Learning (1)
- Cognitive Skills (1)
- Competences (1)
- Competencies (1)
- Computational Thinking (1)
- Computer Science (1)
- Computer Science in Context (1)
- Computergestützes Training (1)
- Computing (1)
- Contest (1)
- Contextualisation (1)
- Contradictions (1)
- Curriculum (1)
- Curriculum Development (1)
- DPLL (1)
- Data Analysis (1)
- Data Management (1)
- Data Privacy (1)
- Databases (1)
- Defining characteristics of physical computing (1)
- Digital Competence (1)
- Digital Education (1)
- Digital Game Based Learning (1)
- Digital Revolution (1)
- Digitale Medien (1)
- Digitalisierung (1)
- Dynamic assessment (1)
- E-Assessment (1)
- E-Klausuren (1)
- E-Portfolio (1)
- Early Literacy (1)
- Educational Standards (1)
- Educational software (1)
- Elektronisches Prüfen (1)
- Embedded Systems (1)
- Euclid’s algorithm (1)
- Facebook (1)
- Fibonacci numbers (1)
- Forschungsdatenmanagement (1)
- Function (1)
- Fundamental Ideas (1)
- Graphensuche (1)
- ICT Competence (1)
- ICT competencies (1)
- ICT skills (1)
- Informatics (1)
- Informatikstudium (1)
- Innovation (1)
- Inquiry-based Learning (1)
- Interaktivität (1)
- Interface design (1)
- Key Competencies (1)
- Klausellernen (1)
- Kompetenzerwerb (1)
- LMS (1)
- Learners (1)
- Learning Fields (1)
- Learning ecology (1)
- Learning interfaces development (1)
- Learning with ICT (1)
- Lehrer*innenbildung (1)
- Lern-App (1)
- Lernaufgaben (1)
- Lernmotivation (1)
- Logarithm (1)
- Lower Secondary Level (1)
- MOOCs (1)
- Massive Open Online Courses (1)
- Measurement (1)
- Mobile App (1)
- Music Technology (1)
- NUI (1)
- Natural Science Education (1)
- NoSQL (1)
- Norway (1)
- Novice programmers (1)
- OpenOLAT (1)
- Partizipation (1)
- Pedagogical content knowledge (1)
- Persönliche Lernumgebung (1)
- Physical Science (1)
- Preprocessing (1)
- Problem Solving (1)
- Recommendations for CS-Curricula in Higher Education (1)
- Relevanz (1)
- SAT (1)
- Sensors (1)
- Small Private Online Courses (1)
- Social (1)
- Studentenjobs (1)
- Studienabbrecher (1)
- Studiendauer (1)
- Tasks (1)
- Teacher perceptions (1)
- Teachers (1)
- Teaching information security (1)
- Technology proficiency (1)
- Terminology (1)
- Tests (1)
- Theorembeweisen (1)
- Theory (1)
- Unifikation (1)
- User Experience (1)
- Vocational Education (1)
- Weiterbildung (1)
- Young People (1)
- abstraction (1)
- analogical thinking (1)
- binary representation (1)
- binary search (1)
- classroom language (1)
- cognitive modifiability (1)
- competence (1)
- competencies (1)
- competency (1)
- complexity (1)
- comprehension (1)
- computer science education (1)
- computer science teachers (1)
- cs4fn (1)
- curriculum theory (1)
- didactics (1)
- didaktisches Konzept (1)
- digitale Bildung (1)
- digitale Medien (1)
- digitally-enabled pedagogies (1)
- divide and conquer (1)
- e-mentoring (1)
- education and public policy (1)
- educational programming (1)
- educational systems (1)
- edutainment (1)
- environments (1)
- exponentiation (1)
- fun (1)
- graph-search (1)
- high school (1)
- higher (1)
- higher education (1)
- informal and formal learning (1)
- informatics (1)
- informatics education (1)
- innovation (1)
- interactive course (1)
- interactive workshop (1)
- key competences in physical computing (1)
- key competencies (1)
- kinaesthetic teaching (1)
- klinisch-praktischer Unterricht (1)
- learning (1)
- mediated learning experience (1)
- mobile learning (1)
- mobile technologies and apps (1)
- mobiles Lernen (1)
- networks (1)
- open learning (1)
- operating system (1)
- organisational evolution (1)
- paper prototyping (1)
- parameter (1)
- pedagogy (1)
- personal (1)
- personal response systems (1)
- philosophical foundation of informatics pedagogy (1)
- physical computing tools (1)
- pre-primary level (1)
- preprocessing (1)
- primary education (1)
- primary level (1)
- problem-solving (1)
- professional development (1)
- programming (1)
- programming in context (1)
- relevance (1)
- secondary computer science education (1)
- secondary education (1)
- self-efficacy (1)
- social media (1)
- student activation (1)
- student experience (1)
- student perceptions (1)
- students’ conceptions (1)
- students’ knowledge (1)
- teacher competencies (1)
- teaching informatics in general education (1)
- technische Rahmenbedingungen (1)
- theorem (1)
- tools (1)
- tracing (1)
- unification (1)
- user-centred (1)
- virtual reality (1)
- ‘unplugged’ computing (1)
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.