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Informatics Education in Germany Prof. Dr. Torsten Brinda Chair of - - PowerPoint PPT Presentation

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Informatics Education in Germany Prof. Dr. Torsten Brinda Chair of the GI Technical Committee Computer Science and Education/ Computer Science Education https://fb-iad.gi.de University of Duisburg-Essen Computing Education Research

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  • Prof. Dr. Torsten Brinda

Chair of the GI Technical Committee „Computer Science and Education/ Computer Science Education“ https://fb-iad.gi.de University of Duisburg-Essen Computing Education Research Group Schützenbahn 70, D-45127 Essen torsten.brinda@uni-due.de http://udue.de/ddi/

Informatics Education in Germany

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torsten.brinda@uni-due.de WiPSCE 2018, Potsdam, 05.10.2018

ICILS 2013 results influenced political situation

Bos et al. 2014

Every day At least once a week, but every day At least once a month, but not every week Less than once a month Never Every day At least once a week, but every day At least once a month, but not every week Less than once a month Never

Frequency of computer usage by teachers in the classroom Frequency of computer usage by students in the classroom

Germany

  • Intern. average
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torsten.brinda@uni-due.de WiPSCE 2018, Potsdam, 05.10.2018

Strategy of the German Standing Conference of Ministers of Education and Cultural Affairs (KMK): Education in the digital world

http://bit.do/kmkstrat

+ =

R e c

  • m

m e n d a t i

  • n

s

  • f

t h e K M K f

  • r

m e d i a e d u c a t i

  • n

i n s c h

  • l

( 2 1 2 )

Content fields Competence areas

Recommendations for Informatics education of the German Informatics society (2008, 2016, 2019) K12CS

Informatik

Document was searched. No matches.

“European Framework”

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torsten.brinda@uni-due.de WiPSCE 2018, Potsdam, 05.10.2018

German situation

Mecklenburg Western Pomerania Saxony Bavaria Baden- Württemberg

Informatics as a mandatory school subject

I n f

  • r

m a t i c s 4 a l l

Informatics as a mandatory

  • ptional or
  • ptional school

subject

I n f

  • r

m a t i c s N

  • t

4 a l l

In progress: integration of learning with and about digital media in all subjects (KMK strategy), includes:

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torsten.brinda@uni-due.de WiPSCE 2018, Potsdam, 05.10.2018

contra pro Do we need a separate mandatory subject in addition to the integration of learning with and about digital media in all subjects?

Rejection of new

  • compul. subjects

Job qualification Not enough qualified teachers Co-create, not just consume Equal

  • pportunities
  • Elect. subject dep.
  • n local contexts

Demand for professionals Systematise technical concepts Established subject Concepts for teacher education Competences for the digital world Non- integrable content Innovation of society Uncertainty: terminology Educational value Systematic competency development Increasing the productivity potential Societal needs Dealing with commonsense conceptions Handling vs. concepts Integration vs. subject Developmental-

  • psychol. reasons

Rejection of content and goals Learning time Unwanted binding of responsibilities Term “Informatics“ Autodidactics argument Unwanted continuation CS = media education

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torsten.brinda@uni-due.de WiPSCE 2018, Potsdam, 05.10.2018 Rejection of new

  • compul. subjects

contra

Job qualification Not enough qualified teachers

pro

Co-create, not just consume Equal

  • pportunities
  • Elect. subject dep.
  • n local contexts

Demand for professionals Systematise technical concepts Established subject Concepts for teacher education Competences for the digital world Non- integrable content Innovation of society Uncertainty: terminology Educational value Systematic competency development Increasing the productivity potential Societal needs Dealing with commonsense conceptions Handling vs. concepts Integration vs. subject Developmental-

  • psychol. reasons

Rejection of content and goals Learning time Unwanted binding of responsibilities Term „Informatics“ Autodidactics argument Unwanted continuation CS = Media Education

Counter arguments mostly refutable Do we need a separate mandatory subject in addition to the integration of learning with and about digital media in all subjects?

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torsten.brinda@uni-due.de WiPSCE 2018, Potsdam, 05.10.2018

Further challenges

  • Teacher professional development (All teachers, CS teachers)
  • Media education representatives
  • are better networked with educational politics than representatives from the computer science education

community

  • have key positions in the ministries of education and thereby presumably prevent the extension of

computer science education at school

  • Educational politicians
  • Lack of understanding, what Informatics/CS
  • Tendency to avoid conflicts à competencies abstractly delegated into other subjects
  • Many stakeholders: other stuff is more important (reading, writing, maths, …)
  • CSE should only be part of vocational training
  • Students learn a lot about the use of computing systems during their spare time with peers – why

therefore waste lessons in schools

Webb et al. 2019

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torsten.brinda@uni-due.de WiPSCE 2018, Potsdam, 05.10.2018

(Recommendations for) Actions

  • Make sure, Ministers are reached with recommendations
  • Provide some concrete recommendations, how to overcome the problem of limited resources

concerning time etc.

  • Decide on a qualification framework for teachers, who teach computer science
  • Maybe also for those, who have to integrate CS aspects in the ordinary teaching of their subjects
  • Fundamental CS competences for teachers
  • Write a paper from the educational politicians’ perspective: what are the benefits for them, …, how

to avoid conflict, …

  • Make recommendations available in different languages

Webb et al. 2019

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  • Prof. Dr. Torsten Brinda

Chair of the GI Technical Committee „Computer Science and Education/ Computer Science Education“ https://fb-iad.gi.de University of Duisburg-Essen Computing Education Research Group Schützenbahn 70, D-45127 Essen torsten.brinda@uni-due.de http://udue.de/ddi/

Thank you for your attention!

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torsten.brinda@uni-due.de WiPSCE 2018, Potsdam, 05.10.2018

References

  • ACM, CODE, et al.: K–12 Computer Science Framework, URL: k12cs.org
  • Bos, W., Eickelmann, B., Gerick, J., Goldhammer, F., Schaumburg, H., Schwippert, K., Senkbeil, M., Schulz-Zander, R. & Wendt, H. (2014).

ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich (in German). Münster: Waxmann.

  • Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe, URL:

https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework

  • German Informatics Association (2008, 2016, 2019): Educational standards for informatics education (in German), URL:

www.informatikstandards.de

  • Standing Conference of the Ministers of Education and Cultural Affairs (2012): Medienbildung in der Schule (in German), URL:

http://bit.do/kmkmb

  • Standing Conference of the Ministers of Education and Cultural Affairs (2016): “Education in the Digital World” strategy Summary, URL:

http://bit.do/kmkstrat

  • Webb, M., et al. (2019): Coding, Programming and the Changing Curriculum for Computing in Schools Report of UNESCO/IFIP TC3 Meeting

at OCCE – Wednesday 27th of June 2018, Linz, Austria, URL: http://bit.do/ifipunesco