<to be defined later>
Prof. Stephen Furber, FRS, Royal Society
The state of computer science education in Slovenia
mag. Radovan Krajnc, NEI
Computer science content is not included in the compulsory part in curriculum in elementary school (primary and secondary) in Slovenia. Students can learn about computer science content at optional subjects. In the school year 2016-17, approximately 17% of pupils in elementary school selected computer science subjects. The only mandatory subject with partial computer content is in the first year of general and classical gymnasiums and in the second year of professional
gymnasium. It is called Informatika. Development of digital competences and meaningful use of ICT is involved In the curricula of elementary schools and gymnasiums, but these skills are not assess externally. Recent findings indicate that if we want students to be integrate into the information society, they need to develop digital competences and at the same time get acquainted with computer science content. Unfortunately, Slovenia is lagging behind in this area.
Computational thinking a s (meta-) cognitive strategy
dr. Sonja Čotar Konrad, UP PEF in dr. Katja Košir, UM PeF
In the presentation, arising from some common myths about the computer use and the importance of developing computing competencies in students, some positive possible effects of learning computing will be indicated. More specially, computational thinking as one of the most important skills that should be fostered by teaching computing will be presented. Three key theses that support the systematic development of computational thinking in children and adolescents will be presented: (1) the ability of the effective management of the digital world is crucial for effective coping with contemporary (professional) challenges; (2) systematic development of the computational thinking skills is training in problem solving skills and (3) developing computational thinking can potentially lead to the long-term empowerment of students in developing perseverance in coping with failure and, consequently, increasing students' resilience.
Informatics to people
Tone Stanovnik, Tone Stanovnik, Chamber of commerce and industry of Slovenia - ZITex and Špica International
Our final goal is a prosperity of Slovenians in a global world. Slovene language, social sciences and humanities are definitely the basis from which the future of Slovenianship grows, but without globally successful companies we can die in an early childhood having the most beautiful words promoting freedom on our lips. Slovenia and the whole Europe are in problems, because the most profitable internet companies are so far growing their roots in America and Asia. Therefore it is our primary duty to create conditions for our children that they can find their prosperity in Slovenia. Furthermore, that they can go abroad learn the trends of the future, and then come back to make their families on the most beautiful piece of the World, and then send their children to the best schools with the most advanced study programmes. Moreover, we have to make conditions such that they will keep their bank accounts in Slovenia. To conclude, it is our duty to find a proper balance between two so antagonistic terms which interleaving can bring us the break through: Digital but Human.
Status and trends of computer science education in the world
dr. Matjaž Kljun, UP FAMNIT in dr. Matej Črepinšek, UM FERI
The integration of computer science education in primary and secondary schools is by far a marginal topic in the world. Quite the contrary, in many countries, it is one of the main themes in political and educational circles. The needs of teaching computer science skills as one of the basic skills of the 21st century have been also reported and expressed by the European Commission, corporate sector, studies of individual countries and researchers, and non-governmental organizations such as the United Nations and the ACM. The debate involves hundreds of teachers and experts around the world. The aforementioned reports and studies form the basis for introducing computer science into primary and secondary education and provide good practices that countries around the world use to adapt their curricula tailored to local needs. We are going to present activities of introducing computer science by looking at three examples: England, which introduced compulsory course named Computing in 2012, Poland, which has introduced compulsory course named Informatyka in 2017, and New Zealand, where the updated curriculum of the Digital Technologies course will come into effect in 2018.
Dejavnosti MIZŠ na področju vključevanja in promocije RIN v izobraževanju
mag. Borut Čampelj, MIZŠ
Ministrstvo za izobraževanje, znanost in šport se zaveda nujnega preskoka na tem področju, zato je med cilji v Strateških usmeritvah nadaljnjega uvajanja IKT v slovenske VIZ do leta 2020 med drugim navedeno, da bomo širili mednarodno primerljive digitalne kompetence učečih se (samostojno reševanje problemov v informacijskem učnem okolju) ter vzpodbujali razvoj kompetenc višje ravni učečih se (razvoj algoritmov in programiranja). V letu 2016 je MIZŠ imenovalo tudi interdisciplinarno skupino, ki bo pripravila izhodišča za nagradnjo obstoječega stanja vključevanja RIN v pouk in ostale šolske dejavnosti. MIZŠ sicer redno spremlja dejavnosti v EU in širšem mednarodnem prostoru, aktivno prispeva k nadgradnji strategij, poročil in priporočil tudi v EU, v zadnjem obdobju še posebej za računalniško razmišljanje (computational thinking). Pomembno pa je, da se te vsebine zelo konkretno vključuje v vsakdanji pouk preko novih razvojnih projektov, npr. NA-MA POTI, kjer sodeluje 90 OŠ in ŠS, prav tako pa javni zavod ZRSŠ, fakultet iz več unverz in javni raziskovalni zavodi, saj je potrebno poleg razvoja področja hkrati vzpostavljati pogoje za trajnost. MIZŠ promovira dejavnosti na področju razvoja RIN v izobraževanju, kot npr. vsakoletni Codeweek ali Hour of code, Cisco akademija, spletna skupnost učiteljev v okviru dejavnosti Microsoft, sodeluje pa tudi z fakultetami pri aktualnih projektih (npr. Napoj).
dr. Jože Rugelj and dr. Irena Nančovska UL PeF. dr. Janez Demšar, UL FRI
Formal frameworks within which the education of computer science and informatics teachers in Slovenian primary and secondary schools takes place will be presented in our presentation. We will analyze the competences that teachers acquire in the various forms of their education and present our experiences in this field and recent developments in the field of didactics that should be included in study programs for teacher education in the process of their modernization.
We will continue with a discussion about professional development for computer science teachers, which deepens their knowledge and introduces them to new technologies and approaches, as well as teachers of other subjects and primary level teacher that wish to include elements of computer science to other, non-CS related courses.
Example of activity fostering computational thinking in a primary school
Nataša Kermc, Primary school Brežice
Students enrolled into a primary school are able to get involved with activities connected to CS through which they can develop computational thinking only if they take part in an optional elective subject in the second triad or if they participate in an interest activity. Activities and tools how to teach students starting in the first grade are going to be presented as well as their products: CS Unplugged, examples connected with a competition called Beaver, examples taken from code.org, various tools (Scratch, LEGO WeDo and LEGO Mindstorms, Microsoft Touch Develop, micro:bit). Concerns and challenges experienced by teachers when teaching CS as an optional elective subject are going to be highlighted.
Computer science as a way of communication
Gregor Anželj, Gimnazija Bežigrad
The computer is a tool that enables us to solve various problems. Procedures for solving these problems are called algorithms and we use programming languages to describe them. We can look at programming languages as "foreign" languages, which we must learn in order to "command" a computer how to solve given problems. When learning programming languages, we encounter the problem of learning the syntax and semantics of the programming language at the same time. The syntax are the grammatical rules of the programming language, and the semantics is the correctness of the meaning of the unambiguously expressed steps of the algorithm. With the help of visual programming languages or visual programming, one can commit only to semantic correctness and sanity of algorithms. The visual programming language enviroments removes initial errors associated with the syntax, by allowing only syntactically correct assembly of algorithms.
Temeljna znanja računalništva in informatike in kdo je za njih odgovoren
mag. Alenka Krapež, Gimnazija Vič
Omogočati dijakom, da se razvijejo v odgovorne in čuteče ljudi, pripravljene za samostojno življenje v sodobnem svetu, je želja vsakega ravnatelja. Hkrati je zavezan spoštovati vse predpise od Zakona o financiranju vzgoje in izobraževanja do Zakona o delovnih razmerij in veljavnega predmetnika. Žal je le ta iz nekega drugega časa, sestavljen brez vpogleda v neizbežno nujnost temeljnih znanj za delo in življenje v digitalni družbi. Temeljnih znanj, ki jih ne zmore in ne zna predstaviti noben drug predmet, kot trenutni predmet informatika. Temu pa obvezni del predmetnika namenja le 1/16 pouka v samo prvem letniku. Še vedno ostaja ravnatelju možnost razporejanja nerazporejenih ur (v drugem in tretjem letniku 3, v četrtem pa 11, ki pa so namenjene pripravi na maturo), a te ure so v gimnazijah razporejene po zelo različnih ključih ... Marsikateri ravnatelj tako kljub zavedanju, da je naša dolžnost, da izobražujemo in vzgajamo ustvarjalce prihodnosti v digitalnem svetu (ne le umne potrošnike) spričo obstoječega obveznega predmetnika v veliki zagati ...
Overview of the NGOs offering Computer Science courses and other initiatives aimed at digital literacy
Katja Koren Ošljak, Slovenian CodeWeek Ambassador
Overview of non-governmental organizations and other initiatives offering classes in programming, computer science and other related education in Slovenia, aimed at raising digital literacy. The speaker will highlight the examples of good practice and the challenges that computer training organizers encounter in their work.