Full Description
This book constitutes the refereed post-conference proceedings of the 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, held in Bournemouth, UK, during February 27 - March 1, 2024.
The 22 full papers and 3 short papers included in this volume were carefully reviewed and selected from 72 submissions. They were organized in topical sections as follows: Digital Education in Schools, Higher Education and Communities; Computing Education in Schools and Higher Education; and Contributions of IFIP TC3 to Digital Education.
Contents
.- Digital Education in Schools, Higher Education and Communities.
.- Shapes of Data Literacy in Germany's Higher Educational Landscape: An Empirical Snapshot of an Emergent Discipline.
.- Professional Development for Teachers in Artificial Intelligence and Data Literacy.
.- Lecturers' Perspectives Regarding AI Competencies for Non-Computer Science Students in Undergraduate Education.
.- Media Literacy Learning with Social Media Simulators and the Formation of Learner's Attitude.
.- Teachers' Insight: Digital Threats that Imperil Children and Teenagers.
.- Improving Transparency in School Admission Web Forms Through User-Centric Privacy Notices - A Privacy by Design Perspective.
.- Designing a Learning Environment to Foster Competencies in Information Systems through Business Games.
.- co.LAB: a Web Platform Dedicated to the Design and Evaluation of Learning Games.
.- Exploring collaborative learning through a virtual software engineering course.
.- Virtual Haptic Simulators: Diversifying the Technologies to Enhance Teaching and Learning in Higher Education.
.- Turning Technophobia into Technophilia: A Study on Academic Staff at the University of Latvia.
.- Empowering Marginalized Communities through Digital Education: Building a Research Framework Based on the Capability Approach.
.- EduAbility: An assistive technology awareness and training package.
.- Computing Education in Schools and Higher Education.
.- Informatics Competencies for All Teachers - Development of Recommendations for Teacher Education.
.- Towards Success Factors for Informatics Modules in Teacher Education.
.- Success Factors of a Large-Scale In-Service Teacher Training in Computer Science.
.- Computer Science for All: Teacher Training for In-service Teachers.
.- The Role of Tables in Computational Thinking and Mathematical Thinking.
.- Teachers' Notions of Computing-Related Concepts in Digital Games Popular among Secondary School Students.
.- Exploring Computational Thinking as a Predictor to Identify Conceptual Understanding of Programming.
.- A System for Programming Examinations with Block Components.
.- How is the Gender Image of Programming Different from Other Subjects? A Quantitative Study for Japanese Students.
.- Examining the Subtlety of Gender Bias in the Australian Digital Technologies Curriculum.
.- Contributions of IFIP TC3 to Digital Education.
.- The Contribution of the Official TC3 Journal (EAIT) to Digital Education and Learning during the Global Health Emergency.
.- The Contribution IFIP WG3.4 has made over 40 Years to Developments in Higher, Vocational, and Lifelong Learning.
