Informatics as a fundamental discipline for the 21st century
Informatics as a fundamental discipline for the 21st century
复制标题
信息学作为21世纪的基础学科
DOI：
10.1145/3310330
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发表时间：
2019
影响因子：
22.7
通讯作者：
Enrico Nardelli
中科院分区：
文献类型：
--
作者：
M. Caspersen;J. Gal;A. McGettrick;Enrico Nardelli
数字经济的I M A G E B Y S Z A S Z -F A B I A N I L K A E R I K A。这些系统需要从根本上进行改造和现代化。2018年1月，欧盟发布了一项数字教育行动计划，其中列出了一些优先事项。我们的计划最相关的优先事项是“为数字化转型发展相关的数字能力和技能”，该计划建议的一种实施方式是“将编码课程带到欧洲的所有学校”。这很重要，但还需要更多，我们将在本文中解释。ACM欧洲和信息学欧洲。ACM欧洲（europe.acm.org）成立于2008年，信息学欧洲（www.informatics-europe. org）。从早期开始，这两个组织就在教育问题上进行合作;通过这种联系，他们被视为向更广泛的社区发出关于信息学教育方面的单一信息。2013年，这两个小组成立并资助了一个欧洲计算机教育委员会（CECE），以开展一项研究，该研究将了解欧洲各行政单位的信息学教育状况（通常，这些单位是国家，但在德国内，例如，有14个不同的行政单位在教育方面享有自主权）。CECE的研究是对美国具有高度影响力的研究的补充，该研究引起了人们对美国计算机科学教育状况的关注。CECE的研究通过使用问卷调查和广泛的可靠联系人和官方来源网络，收集了来自欧洲（加上以色列）55个拥有自主教育系统的行政单位（国家、国家和地区）的数据。这项工作的报告于2017年发表。信息学、数字素养和教师培训这三个主题为研究提供了框架。信息学是
I M A G E B Y S Z A S Z -F A B I A N I L K A E R I K A of the digital economy. These systems need to be fundamentally transformed and modernized. In January 2018, a Digital Education Action Plan, which set out a number of priorities, was published by the EU. The most relevant priority for our initiative is “Developing relevant digital competences and skills for the digital transformation,” and the Plan suggests one way to implement this is to “Bring coding classes to all schools in Europe.” This is important, but more is needed, as we will explain in this article. ACM Europe and Informatics Europe. ACM Europe (europe.acm.org) was established in 2008, and Informatics Europe (www.informatics-europe. org) in 2006. From the early days, the two organizations have collaborated on educational matters; through this liaison, they are seen to project to the wider community a single message about aspects of informatics education. In 2013, the two groups set up and funded a Committee on European Computing Education (CECE) to undertake a study that would capture the state of informatics education across the administrative units of Europe (generally, these units are the countries, but within Germany, for instance, there are 14 different administrative units with autonomy regarding education). The CECE study paralleled the highly influential U.S. study Running on Empty that had drawn attention to the state of computer science education in the U.S. The CECE study gathered data from 55 administrative units (countries, nations, and regions) of Europe (plus Israel) with autonomous educational systems through the use of questionnaires and a wide network of reliable contacts and official sources. The report on that work was published in 2017. The three themes of informatics, digital literacy, and teacher training provided the framework for the study. Informatics was