Digitally Transformed Education: Are We There Yet? : 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, Bournemouth, UK, February 27 – March 1, 2024, Revised Selected Papers / edited by Margaret Leahy, Christophe Reffay.

Format:

Book

Contributor:

Leahy, Margaret., Editor.

Reffay, Christophe., Editor.

Series:

IFIP Advances in Information and Communication Technology, 1868-422X ; 734

Language:

English

Subjects (All):

Education--Data processing.

Education.

Application software.

Computers and Education.

Computer and Information Systems Applications.

Local Subjects:

Computers and Education.

Computer and Information Systems Applications.

Physical Description:

1 online resource (XV, 284 p. 51 illus., 38 illus. in color.)

Edition:

1st ed. 2025.

Place of Publication:

Cham : Springer Nature Switzerland : Imprint: Springer, 2025.

Summary:

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.

T eachers’ 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.

T he Contribution IFIP WG3.4 has made over 40 Years to Developments in Higher, Vocational, and Lifelong Learning.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

3-031-88744-1

OCLC:

1524425399