Informatics Education in Germany - Informatics for All Coalition
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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 Group
Schützenbahn 70, D-45127 Essen
torsten.brinda@uni-due.de
http://udue.de/ddi/
2
ICILS 2013 results influenced political situation
Frequency of computer usage by teachers in the classroom Frequency of computer usage by students in the classroom
Intern. average
Germany
Every day
Every day
At least once a week, but every day
At least once a week, but every day
At least once a month, but not every week
At least once a month, but not every week
Less than once a month
Less than once a month
Never
Never
torsten.brinda@uni-due.de
Bos et al. 2014 WiPSCE 2018, Potsdam, 05.10.2018
3
Strategy of the German Standing Conference of Ministers of
Education and Cultural Affairs (KMK): Education in the digital
world
Recommendations for
Informatics education of the
German Informatics society
(2008, 2016, 2019)
Competence areas
Content fields
KMK for
e ndati ons of the (2012)
+ Recomm cation in school
u =
media ed
“European Framework” Informatik
Document was
searched. K12CS
No matches.
torsten.brinda@uni-due.de
http://bit.do/kmkstrat WiPSCE 2018, Potsdam, 05.10.2018
4
German situation
Mecklenburg
Western Pomerania
Informatics as a
mandatory Informatics as a
optional or mandatory
optional school school subject
subject
ti cs4 al l
t4all rm a
ti csN o Info
rm a Saxony
Info
In progress: integration of learning
with and about digital media in all
Bavaria
Baden- subjects (KMK strategy), includes:
Württemberg
torsten.brinda@uni-due.de
WiPSCE 2018, Potsdam, 05.10.2018
5
Do we need a
separate mandatory
subject in addition to
the integration of
learning with and
about digital media
in all subjects?
Dealing with
commonsense
Rejection of Handling vs.
Systematic Societal conceptions Increasing the
content and
competency productivity concepts
needs Equal goals Job
development potential Autodidactics
Co-create, Demand for opportunities CS = media qualification argument
Innovation of
not just professionals education Rejection of new Integration vs.
Systematise society
consume Developmental- compul. subjects subject
Non- technical Elect. subject dep.
Uncertainty: integrable concepts on local contexts psychol. reasons Learning time Term
terminology content Unwanted “Informatics“
Concepts for Competences Not enough
Educational Established teacher for the digital binding of qualified Unwanted
value subject education world responsibilities teachers continuation
pro contra
torsten.brinda@uni-due.de
WiPSCE 2018, Potsdam, 05.10.2018
6
Do we need a
separate mandatory
subject in addition to
the integration of
learning with and
about digital media Rejection of
content and
Handling vs.
concepts
in all subjects? goals Job Autodidactics
CS = Media qualification argument
Education Rejection of new Integration vs.
Developmental- compul. subjects subject
psychol. reasons Learning time Term
Unwanted Not enough „Informatics“
binding of qualified Unwanted
Dealing with responsibilities continuation
teachers
commonsense
Systematic Societal conceptions Increasing the
competency productivity
development
needs Equal potential contra
Co-create, Demand for opportunities
Innovation of
not just professionals society
Systematise
consume
Non- technical Elect. subject dep.
Uncertainty: integrable concepts on local contexts
terminology content Concepts for Competences
Educational Established teacher for the digital Counter arguments
value subject education world
mostly refutable
pro
torsten.brinda@uni-due.de
WiPSCE 2018, Potsdam, 05.10.2018
7
Further challenges
• Teacher professional development (All teachers, CS teachers)
• Media education representatives
o are better networked with educational politics than representatives from the computer science education
community
o have key positions in the ministries of education and thereby presumably prevent the extension of
computer science education at school
• Educational politicians
o Lack of understanding, what Informatics/CS
o Tendency to avoid conflicts à competencies abstractly delegated into other subjects
• Many stakeholders: other stuff is more important (reading, writing, maths, …)
o CSE should only be part of vocational training
o Students learn a lot about the use of computing systems during their spare time with peers – why
therefore waste lessons in schools
torsten.brinda@uni-due.de
Webb et al. 2019 WiPSCE 2018, Potsdam, 05.10.20188
(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
o Maybe also for those, who have to integrate CS aspects in the ordinary teaching of their subjects
o 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
torsten.brinda@uni-due.de
Webb et al. 2019 WiPSCE 2018, Potsdam, 05.10.2018Thank you for your attention!
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/10
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
torsten.brinda@uni-due.de
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