Is it computer literacy, IT, ICT or informatics?

Schools in Austria providing compulsory education are accountable for imparting IT skills and informatics competencies to their pupils. The term and subject “informatics” encompasses almost every activity which has to do with computers at schools. In many cases “IT” would be more appropriate to describe the present situation at the lower secondary level. Therefore clarity of the terms “IT” and “Informatics” is necessary. This paper also addresses the issue of developing educational standards in that field, which are considered important to close the digital gap after compulsory educationEducation for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Is it computer literacy, IT, ICT or informatics?

Schools in Austria providing compulsory education are accountable for imparting IT skills and informatics competencies to their pupils. The term and subject “informatics” encompasses almost every activity which has to do with computers at schools. In many cases “IT” would be more appropriate to describe the present situation at the lower secondary level. Therefore clarity of the terms “IT” and “Informatics” is necessary. This paper also addresses the issue of developing educational standards in that field, which are considered important to close the digital gap after compulsory educationEducation for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Digitale Bildung für die österreichische Lehrerschaft

Neue Technologien im Unterricht spielen in den österreichischen Reformdebatten, wenn überhaupt, nur eine untergeordnete Rolle und finden sich fragmentiert in vereinzelten Initiativen und Projekten wieder. Diese haben zu einer sehr heterogenen digitalen Landkarte österreichischer Schulen und innerhalb der österreichischen Lehrerschaft geführt. In diesem Beitrag wollen wir überblicksmässig der Frage nachgehen, wie digitale Werkzeuge und neue Medien von der österreichischen Lehrerschaft im Unterricht genutzt werden und wie künftige österreichische Lehrpersonen in Bezug auf technologiegestützten Unterricht und eine zeitgemässe (Aus-)Bildung unserer Schülerinnen und Schüler ausgebildet werden (könnten). Nach einer notwendigen Begriffsklärung wird die aktuelle Situation zum Stellenwert digitaler Medien in der Lehrerinnen- und Lehrerbildung in Österreich dargestellt. Derzeit nicht zu übersehende strukturelle und strategische Defizite werden aufgezeigt und abschliessend Ideen für ein umfassendes Konzept präsentiert.New technologies in education play only a subordinate role in the Austrian school reform debates, although there are many initiatives and projects in that field. These have led to a very heterogeneous digital map of Austrian schools which is – not least – due to a big digital gap between Austrian teachers. In this paper we want to deal with the question of how digital tools are used by Austrian teachers, and more importantly, how prospective Austrian teachers should be educated in the context of professional digital competences. Finally, after presenting the current situation of digital media education in Austria and identifying some structural and strategic deficits, a new comprehensive model of digital education for Austrian teachers is discussed

Some findings on informatics education in Austrian academic secondary schools

Abstract. The educational system in Austria is very multifaceted, and academic secondary schools represent an important part in it. This type of schools, in German called “Gymnasium”, covers the age-group from 10 to 18 years and provides pupils and students with a broad and general education. For more than twenty years, informatics and computers have increasingly penetrated into secondary education. Austrian academic secondary schools have much freedom to cope with this challenging task within their autonomy. In this paper, a snapshot of the current situation is given with the main emphasis on the 9th grade. Only in this age-group, the “PISA-age”, informatics is a compulsory subject. The implementation of additional IT/informatics classes at lower secondary level is exclusively the result of autonomous decisions in schools. Recently, a web-based nationwide online research has been conducted. In this paper some preliminary results are presented

Isotopic compositions, trace element concentrations, and fluid inclusion homogenization temperatures of calcite, quartz, and analcime veins from the Troodos ophiolite and Izu-Bonin forearc/rear arc

The data presented here were previously published in Quandt et al. (2018, 2019, 2020). This data compilation comprises isotopic compositions (δ¹⁸O, δ¹³C, Δ₄₇, ⁸⁷Sr/⁸⁶Sr), rare earth element and yttrium concentrations, and fluid inclusion homogenization temperatures of calcite, quartz, and analcime veins from the Troodos ophiolite and Izu-Bonin forearc/rear arc. These data provide the basis for a comparative study on postmagmatic veining in suprasubduction zone crust