Beliefs and Expectations of Primary Student Teachers in
Informatics

Authors:
Bernadette Spieler, bernadette.spieler@phzh.ch, Zurich University of Teacher Education, Centre for Education and Digital Transformation, Zurich, Switzerland

Tobias M. Schifferle, tobias.schifferle@phzh.ch, Zurich University of Teacher Education, Centre for Media Education and Informatics, Zurich, Switzerland

Tobias Berner, tobias.berner@phzh.ch, Zurich University of Teacher Education, Mathematics and Informatics, Zurich, Switzerland

ABSTRACT
With the new “Curriculum 21” in the German-speaking part of Switzerland, media education and informatics have become much more important for compulsory education. However, introducing a new subject is a challenging task. Most university students had no or only very limited opportunities to be exposed to topics of computer science (CS) topics during their school years.

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Informatics”

Digital Games in Schools: A Qualitative Study on Teacher’s Beliefs

Authors:

Bernadette Spieler, Zurich University of Teacher Education, Centre of Education and Digital Transformation, Zurich, Switzerland
bernadette.spieler@phzh.ch

Adrian Degonda, Zurich University of Teacher Education, Centre of Media Education and Informatics, Zurich, Switzerland
adrian.degonda@phzh.ch

Abstract: Games are omnipresent for children and young people. In primary and secondary schools in Switzerland, however, games still eke out a niche existence. Topics such as Game Design, Serious Games, or the Game Culture in general offer enormous potential for teaching, and there are many ways for pupils to experience the world of games together. However, specific training programs for teachers are necessary. For many teachers, these topics are less tangible than they are for children. To develop a new curriculum for in-service teachers, this paper addresses the prerequisites for a transversal games-curriculum for primary and secondary schools in Switzerland. In this endeavour, first, links between games and the Swiss Curriculum 21 are presented.

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Maker-Education: Interdisciplinary Computer Science Activities

Authors: Bernadette Spieler, Tobias M. Schifferle

Zurich University of Teacher Education, Lagerstrasse 2, 8090 Zurich, Switzerland

Abstract: Typical characteristics of Making are creative and novel solutions and open, problem-based learning environments. Thereby, Making facilitates interdisciplinary connections and cross-cutting competences, for example, technical understanding, creativity, craft skills, or concepts of sustainability and entrepreneurship. Traditional crafts can be combined with modern technologies such as programmable embroidery machines, 3D printers, laser cutters, or microcomputers. In this way, Making can be an inspiration to further develop a mutual understanding of teaching in tandem with the promotion of creative project activities, simultaneously combining analog and digital tools across disciplines. However, Making is still in its early stages in schools and education. Therefore, much is still undefined and open.

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Articles to Making&more

Interview PHZH News, Akzente Heft and Blog – Article: “Teilhabe in der digitalen Gesellschaft” (German)

«Making & more» – eine Tagung mit zwei Gesichtern

15.9.2022

Link to the article (German): https://phzh.ch/de/ueber-uns/Medien/News/2022/09/making–more–eine-tagung-mit-zwei-gesichtern/

Teilhabe in der digitalen Gesellschaft

Akzente: Das Margazin der Pädagogischen, 3/22, S. 4

Link to the article (German):

The “Making at School” Project: Planning Interdisciplinary Activities

Authors:Bernadette SpielerTobias M. SchifferleManuela Dahinden

Abstract

“Making” as a “do-it-yourself” and tinker mentality provides motivating and interdisciplinary ways to experiment and fosters transversal competences such as computational thinking skills. The joint innovation project “Making at School” (https://explore-making.ch; 10/2021 – 9/2023) of the Zurich University of Teacher Education (PHZH), the University of Zurich, and the CreativeLab Zurich is developing various interdisciplinary teacher training courses on Maker-Education for K12-teachers. In addition to a first basic module in spring 2022, advanced modules will be offered in autumn 2022, e.g., Digital Fabrication I (lasercutter, 3D printing) or BioTinkering. Preliminary cardboard and digital versions of a Making planning framework to support teachers in Making are already in development, evaluated, and will be improved using a design research approach together with teachers and (inter-)national experts.

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Exploring Making in Schools: A Maker-Framework for Teachers in K12

Bernadette Spieler, Tobias M. Schifferle, Manuela Dahinden

ABSTRACT
In recent years, the Maker movement has surged in popularity and has become attractive for didactic research. Exploration, creativity, open learning spaces, and problem-orientation are the foundations for successful Maker-Education. While the relevance of Making in higher education is slowly being recognized, it is still uncharted
territory for most schools. As part of the “Making at School” project, the Zurich University of Teacher Education, together with the University of Zurich and the CreativeLab Zurich, is committed to creating interdisciplinary modules for Making, e.g., in biology, computer science, or handicraft. The main goal is to help teachers to develop a Maker mindset by providing ideas for designing their own projects. This paper presents a preliminary planning framework that is evaluated by (inter-)national experts in Making. This first assessment shows that the framework is described as useful and appealing, but still too complex to be used in schools.

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[in German] Online-Lehre zu Zeiten von Corona: Kein Problem für die Informatik-Didaktik?

Bernadette Spieler

Zusammenfassung des Beitrags: Die Informatik-Didaktik ermöglicht es, unter Einsatz vielseitiger Technologien neue Unterrichtsideen zu entwickeln, die dann gemeinsam mit Schüler*innen kreativ oder auch spielerisch umgesetzt werden können. Um Informatik auch im Schulunterricht zu verankern, streben viele deutsche Bundesländer die Integration eines Pflichtfaches Informatik an, so auch Niedersachsen: An der Universität Hildes-heim können Lehramtsstudierende Informatik als Erst-/Zweit-oder Drittfach seit 2016/2017 wählen.

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