Link: https://hermathsstory.eu/bernadette-spieler/
Her Maths Story
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.
Continue reading “Maker-Education: Interdisciplinary Computer Science Activities”Werkspuren
Werkspuren, Heft 2/2022, Nummer 166, S. 61, Making im Unterricht
Heft 3/2022, Nummer 167, S. 50-51. Textiles Gestalten im Sinne der Maker Education MUSTER UND E-TEXTILIEN
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):
- (print) https://phzh.ch/globalassets/phzh.ch/ueber-uns/ph-akzente/akzente_3_2022.pdf
- (blog) https://blog.phzh.ch/akzente/2022/08/25/teilhabe-in-der-digitalen-gesellschaft/#more-7915
The “Making at School” Project: Planning Interdisciplinary Activities
Authors:Bernadette Spieler, Tobias M. Schifferle, Manuela 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.
Continue reading “The “Making at School” Project: Planning Interdisciplinary Activities”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.
[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.
Continue reading “[in German] Online-Lehre zu Zeiten von Corona: Kein Problem für die Informatik-Didaktik?”[in German] Gendersensible Gestaltung eines Computational-Thinking-Kurses mit Hilfe des PECC-Modells
Bernadette Spieler, Zurich University of Teacher Education, Centre of Education and Digital Transformation, Zurich, Switzerland
Zusammenfassung: Die Gesamtanzahl der Studentinnen und Absolventinnen in der Informatik ist sehr gering und der Bedarf an Fachkräften insgesamt im Bereich der Informatik kann nicht gedeckt werden. Die Forschung weist auf verschiedene Faktoren für den niedrigen und sogar abnehmenden Anteil von Frauen in der Informatik in Industrieländern hin. Genannt werden unter anderem psychologische Ursachen, soziale Faktoren oder strukturelle Bedingungen. Diese Erklärungen haben eines gemeinsam: Sie erkennen das Alter zwischen 11–15 Jahren als die wesentliche konfiktbildende Phase bei Mädchen an, in der das Interesse an Informatik entweder abnimmt oder anfangs nicht geweckt wird. Kenntnisse in Informatik sind für die Zukunft unerlässlich, doch spielt die Informatik in den meisten Lehrplänen des europäischen Schulsystems eine unbedeutende und unzureichende Rolle und bezieht sich meist auf die Nutzung des Computers als kontextloses Werkzeug.
Continue reading “[in German] Gendersensible Gestaltung eines Computational-Thinking-Kurses mit Hilfe des PECC-Modells”Episode/Interview “techshelikes” Podcast
Have you heard the latest techshelikes podcast episode with Bernadette Spieler? I’m particularly excited about this episode because Bernadette and I have one thing in common: We both work in computer science didactics. In the conversation, Bernadette talks about what computer science education is all about and how she lives her vision of “supporting children” as a software developer and eventually as a computer science educator, setting a good example for a job with purpose and impact in computer science.
Link to the podcast episode (in GERMAN): https://techshelikes.co/bernadette-spieler/
3 Computer Science Professors – 3 questions
In 2021, the year in which Switzerland celebrates the 50th anniversary of women’s right to vote, positive effects towards more gender equality can be seen on many levels. The PHs play a key role with the training of future teachers. The Swiss Association for Computer Science in Education SV!A presents three female computer science professors at once:
See the article (in GERMAN):