Digital education in schools - teachers are the secret of success

Nicht Medien verbessern das (schulische) Lernen, sondern die Lehrkräfte, die diese Medien zielführend einsetzen. Eben dies ist die Motivation für die Entwicklung zahlreicher Lehr-Lern-Materialien sowie dem Angebot verschiedener Fortbildungen rund um das Thema «Digitale Bildung». Dieser Beitrag analysiert verschiedene, grösstenteils online verfügbare und immer kostenfrei zugängliche, Materialpakete für den Schulunterricht mit dem Fokus auf der Nutzung digitaler Medien, den Herausforderungen digitaler Bildung und auch auf den informatischen Hintergründen. Neben Materialsammlungen werden auch konkrete Online- und Präsenzveranstaltungen für Lehrkräfte mit dem Ziel der Fortbildung mit und über digitale Medien präsentiert. Abschliessend wird die Vision des digitalen Lernens für, mit und durch Lehrkräfte dargestellt und erste Schritte hin zu diesem Ziel vorgestellt.Not media improve the (school) learning, but teachers who use these media effectively. This is the motivation for the development of numerous teaching and learning materials as well as many training courses on the subject of «Digital Education». This paper analyses various, mostly available online and always freely accessible, material packages for schools with a focus on the use of digital media, the challenges of digital education and also the informatics backgrounds. In addition to collections of material, concrete online and in class courses with the aim of training teachers with and through digital media are presented. Finally, the vision of the digital learning for, with and by means of teachers is shown and first steps will be presented towards this ultimate goal

Beidseitiger Praxistransfer zwischen Universität und Schule - Umsetzung durch Lehr-Lern-Labore und Praxissemester

Für die tertiäre Bildungsforschung ist das Thema Transfer von Wissenschaft in die Praxis – und zurück – ein grundlegendes. Zu spezifizieren ist dabei jedoch, um welche Art von Praxis es sich handelt, welches Begriffsverständnis dem Transfer unterliegt und unter welchen Bedingungen, Zielvorstellungen und Erfolgskriterien Transfer betrachtet wird. Dieser Band vereinigt verschiedene Beiträge zur Beschreibung von Gelingensbedingungen, Modellen und Nachhaltigkeit von Transfer im Bildungsbereich. Forscherinnen und Forscher aus Hochschuldidaktik, Lehreraus- und -weiterbildung und Schulentwicklung blicken jeweils aus ihren unterschiedlichen Perspektiven gemeinsam auf das Thema. Die Beiträge entstammen einer fachübergreifenden Tagung für Nachwuchswissenschaftlerinnen und -wissenschaftler zum Thema Praxistransfer in der tertiären Bildungsforschung an der Universität Hamburg im November 2017

Lehren und Lernen in der digitalen Welt - ein Lernangebot für zukünftige Lehrkräfte im Blended-Learning-Format

Der hier vorgestellte Beitrag zeigt, wie angehenden Lehrkräften Wissen und Fähigkeiten im Unterrichten mit und über digitale Medien vermittelt werden können und wie dabei auf das Lehr-Lern-Format des Blended Learnings zurückgegriffen wird. Darüber hinaus werden bisher gewonnene Evaluationsergebnisse zu diesem Lernangebot dargestellt und diskutiert. (DIPF/Orig.

Lehramtsstudierende mit Mikrofortbildungen aktiv auf den Beruf vorbereiten

Lehrveranstaltungen an Hochschulen sind auch im Jahre 2020 häufig durch starre Methoden, festgelegte Curricula und unflexible Rahmenbedingungen geprägt. Diese Art des Lernens entspricht jedoch kaum den Anforderungen, die Lehrkräfte später im Schulalltag erleben werden. Dort ist ein individuelles und bedarfsorientiertes Lernen - also ein agiles Lernen - gefragt. Der folgende Beitrag soll aufzeigen, wie diesem Bedarf mit Hilfe von Mikrofortbildungen im Lehramtsstudium an der TU Dresden begegnet wird und welche Erfahrungen zu diesem Konzept bisher vorliegen. (DIPF/Orig.

Early Computer Science Education. Goals and Success Criteria for Pre-Primary and Primary Education

“Scientific Studies on the Work of the ‘Haus der kleinen Forscher’ Foundation” is a regularly published series of scientific reports authored by distinguished experts from the field of early education. This series serves to pursue professional dialogue between the Foundation, academia and practice, with the aim of lending sound support to all child-care centres, after-school care centres and primary schools in Germany in their educational mission. This ninth volume of the series, with a foreword by Ilan Chabay, deals with the goals and requirements of computer science education in the elementary and primary sector. In their expert report, Nadine Bergner, Hilde Köster, Johannes Magenheim, Kathrin Müller, Ralf Romeike, Ulrik Schroeder and Carsten Schulte specify the pedagogical and content-related goal dimensions of computer science education at child-care centres and primary schools. In addition to establishing a theoretical basis for various goal dimensions, the authors discuss the success criteria for effective and efficient early computer science education in practice. They also provide recommendations for the further development of the Foundation’s offerings and scientific accompaniment of the work of the Foundation in the field of computer science. In their expert recommendation, Nadine Bergner and Kathrin Müller describe a selection of informatics systems for children at child-care centres and primary schools and offer suggestions for particularly suitable systems and their use in elementary and primary education based on professional criteria. The final chapter of the volume describes the implementation of these professional recommendations in the programmes of the “Haus der kleinen Forscher” Foundation – with and without computers. (DIPF/Verlag

Frühe informatische Bildung – Ziele und Gelingensbedingungen für den Elementar- und Primarbereich

Wie können Ziele und Gelingensbedingungen informatischer Bildung im Elementar- und Primarbereich aussehen? Mit Blick auf die pädagogisch-inhaltlichen Zieldimensionen informatischer Bildung geben Fachexpertinnen und -experten Empfehlungen für die Entwicklung der inhaltlichen Angebote der Stiftung „Haus der kleinen Forscher“ im Bereich Informatik. Zudem wird die Umsetzung dieser Empfehlungen in den Stiftungsangeboten veranschaulicht

Konzeption eines Informatik-Schülerlabors und Erforschung dessen Effekte auf das Bild der Informatik bei Kindern und Jugendlichen

IT systems have an ever-growing impact on society and economy. Thus, the job market situation for IT specialists is extremely positive, yet the number of students in the IT sector is far too small to meet the current and increasing demand. What might the problem be? What makes these jobs - especially for young women - unattractive? How can this situation be addressed?This dissertation has investigated these and correlating questions. For this purpose, the image that children and adolescents have of computer science and computer scientists has been analyzed. In contrast to this is the image which the computer science community aspires to have. One way to inspire more young people about computer science and in doing so, win them as a potential young academics, is to build a Schülerlabor (an extracurricular learning lab for students) for computer science. The choice of placing this learning facility outside of school was based, among other things, on the fact that computer science as a subject in school is still overlooked in many German states (especially in North Rhine-Westphalia, where this work was performed).This thesis details the design, construction, development, as well as a qualitative and quantitative evaluation of InfoSphere, the learning lab for computer science at the RWTH Aachen University, which has been welcoming 4,122 students since it was founded in June 2010. Secondly, an evaluation of 1,349 records from students on the topic of "the image of computer science" has been performed, which, as an expansion of previous work, examines children and adolescents from the 3rd grade level up to high school graduates.The conception of the student lab included decisions on equipment and the use of media and materials to promote learning, and primarily the instructional design of currently 27 computer science workshops for various topics and different ages. The pedagogical emphasis lies on learner-centered activities, so that children and adolescents discover computer science autonomously. Furthermore, the workshops promote the often under-perceived aspects of computer science such as creativity, teamwork, and its impact on everyday life. The concept of the Schülerlabor was evaluated on the feedback from teachers as well as didactics experts and moreover, was evaluated by 354 students’ records in greater depth, over the period from January 2011 to October 2012.The mainly quantitative evaluation with regard to the students' conceptions about the discipline as well as the world of work by computer scientists was implemented by means of an online-based pre-post-test design. After some questions were asked about the image of computer science in the first period, the following questionnaires were then fully geared to address the issue of "students' conceptions about computer science" in November 2012. In the second period - from November 2012 to December 2013 - 116 complete records of primary school children, and 879 responses from students of lower and upper secondary were evaluated. Measurements were made on the prevailing image of computer science (pretest), as well as the changes arising from a visit to the InfoSphere, in particular the effect of various modules (post-test).Overall, interesting differences were found between the sexes, in terms of both expectations for the visit to InfoSphere, and in terms of their ideas about the computer science discipline and IT professionals. For example, girls see the technical aspects of computer science in the foreground more than their male peers. This statement, coupled with the fact that girls especially feel that the technical aspects are of little interest, can already be seen as a factor contributing to the low number of women interested in computer science. These and other exciting results are statistically analyzed in detail as part of this dissertation. In this work, the different instructional designs and thematic orientation of the workshops are put in relation to the measured changes in thinking in children and adolescents. In the outlook, many ideas for the development of the learning lab can be found, as well as the expansion of the research in the context of the student’s perception of computer science