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Introducing Programming and Digital Competence in Swedish K-9 Education
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- Heintz, Fredrik, 1975- (författare)
- Linköpings universitet,Linköping University,Linköpings Universitet,Artificiell intelligens och integrerade datorsystem,Tekniska fakulteten
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- Mannila, Linda, 1979- (författare)
- Linköpings universitet,Linköping University,Linköpings Universitet,Artificiell intelligens och integrerade datorsystem,Tekniska fakulteten
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- Nordén, Lars-Åke (författare)
- Uppsala universitet,Uppsala University,Datorteknik,Datavetenskapens didaktik,UpCERG,Uppsala University, Uppsala, Sweden
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- Parnes, Peter (författare)
- Luleå University of Technology,Luleå tekniska universitet,Datavetenskap,Luleå Tekniska Universitet,Luleå University of Technology, Luleå, Sweden
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- Regnell, Björn (författare)
- Lund University,Lunds universitet,Institutionen för datavetenskap,Institutioner vid LTH,Lunds Tekniska Högskola,Department of Computer Science,Departments at LTH,Faculty of Engineering, LTH,Lund University, Lund, Sweden
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(creator_code:org_t)
- 2017-11-19
- 2017
- Engelska.
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Ingår i: Informatics in Schools. - Cham : Springer. - 0302-9743 .- 1611-3349. - 9783319714820 - 9783319714837 ; , s. 117-128
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Abstract
Ämnesord
Stäng
- The role of computer science and IT in Swedish schools has varied throughout the years. In fall 2014, the Swedish government gave the National Agency for Education (Skolverket) the task of preparing a proposal for K–9 education on how to better address the competences required in a digitalized society. In June 2016, Skolverket handed over a proposal introducing digital competence and programming as interdisciplinary traits, also providing explicit formulations in subjects such as mathematics (programming, algorithms and problem-solving), technology (controlling physical artifacts) and social sciences (fostering aware and critical citizens in a digital society). In March 2017, the government approved the new curriculum, which needs to be implemented by fall 2018 at the latest. We present the new K–9 curriculum and put it in a historical context. We also describe and analyze the process of developing the revised curriculum, and discuss some initiatives for how to implement the changes.
Ämnesord
- NATURVETENSKAP -- Data- och informationsvetenskap -- Medieteknik (hsv//swe)
- NATURAL SCIENCES -- Computer and Information Sciences -- Media and Communication Technology (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- NATURVETENSKAP -- Data- och informationsvetenskap -- Människa-datorinteraktion (hsv//swe)
- NATURAL SCIENCES -- Computer and Information Sciences -- Human Computer Interaction (hsv//eng)
- NATURVETENSKAP -- Data- och informationsvetenskap -- Datavetenskap (hsv//swe)
- NATURAL SCIENCES -- Computer and Information Sciences -- Computer Sciences (hsv//eng)
Nyckelord
- Pervasive Mobile Computing
- Distribuerade datorsystem
- ArcTech Learning Lab
- ArcTech Learning Lab
- Datavetenskap med inriktning mot datavetenskapens didaktik
Publikations- och innehållstyp
- ref (ämneskategori)
- kon (ämneskategori)
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