Poster-Präsentationen
Autoren: Annabel Lindner, Marc Berges
Posterquellen:
J. Bergmann und A. Sams, Flip your classroom. USA: International Society for Technology in Education, 2012.
P. Mishra und M. J. Koehler, “Technological pedagogical content knowledge: A framework for teacher knowledge,” Teachers college record, vol. 108, no. 6, S. 1017–1054, 2006.
S. Prediger, S. Schnell und K.-A. Rösike, “Design Research with a focus on content-specific professionalization processes: The case of noticing students’ potentials,” in Proceedings of the third ERME topic conference on mathematics teaching, resources and teacher professional development, S. Zehetmeier, B. Rösken-Winter, D. Potari, and M. Ribeiro, Hrsg., Humboldt-Universität & HAL Archive Berlin, 2016, S. 96–105.
Poster
Authors: Jonas Vollhardt, Marc Berges
Poster sources:
| [1] | Röhl, T. (2022). Digital Leadership?: Schulen im digitalen Wandel führen. schule verantworten | führungskultur_innovation_autonomie, 1, 69–73. https://doi.org/10.53349/sv.2022.i1.a185 |
| [2] | Creusen, U., Gall, B., & Hackl, O. (2017). Digital Leadership. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-17812-3 Kane, G. C., Phillips, A. N., Copulsky, J., & Andrus, G. (2019). How Digital Leadership Is(n’t) Different. MIT Sloan Management Review, 60(3), 34–39. ABI/INFORM Collection. Kultusministerkonferenz. (2021). Lehren und Lernen in der digitalen Welt – Ergänzung zur Strategie der Kultusministerkonferenz „Bildung in der digitalen Welt“. Waffner, B. (2021). Schulentwicklung in der digital geprägten Welt: Strategien, Rahmenbedingungen und Implikationen für Schulleitungshandeln. In A. Wilmers, M. Achenbach, & C. Keller (Hrsg.), Bildung im digitalen Wandel. Organisationsentwicklung in Bildungseinrichtungen (DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation; Bd. 2, S. 67–103). Waxmann. https://www.pedocs.de/volltexte/2021/23605/ |
| [3] | Fullan, M., Azorín, C., Harris, A., & Jones, M. (2023). Artificial intelligence and school leadership: Challenges, opportunities and implications. School Leadership & Management, 1–8. https://doi.org/10.1080/13632434.2023.2246856 Huang, M.-H., Rust, R., & Maksimovic, V. (2019). The Feeling Economy: Managing in the Next Generation of Artificial Intelligence (AI). California Management Review, 61(4), 43–65. https://doi.org/10.1177/0008125619863436 Igbokwe, I. C. (2023). Application of Artificial Intelligence (AI) in Educational Management. International Journal of Scientific and Research Publications, 13(3). https://doi.org/10.29322/IJSRP.13.03.2023.p13536 Tyson, M. (2020). Educational Leadership in the Age of Artificial Intelligence [Georgia State University]. https://doi.org/10.57709/18723065 |
| [4] | Lindner, A., & Berges, M. (2020). Can you explain AI to me? Teachers’ pre-concepts about Artificial Intelligence. 2020 IEEE Frontiers in Education Conference (FIE), 1–9. https://doi.org/10.1109/FIE44824.2020.9274136 Velander, J., Taiye, M. A., Otero, N., & Milrad, M. (2024). Artificial Intelligence in K-12 Education: Eliciting and reflecting on Swedish teachers’ understanding of AI and its implications for teaching & learning. Education and Information Technologies, 29(4), 4085–4105. https://doi.org/10.1007/s10639-023-11990-4 |
| [5] | Nguyen, H. C. (2019). An investigation of professional development among educational policy-makers, institutional leaders and teachers. Management in Education, 33(I), 32–36. https://doi.org/10.1177/0892020618781678 |
| [6] | Goldring, E. B., Preston, C. & Huff, J. (2012). Conceptualizing and evaluating professional development for school leaders. Planning and Changing 43(3/4): 223–242. |
| [7] | Lipowsky, F., & Rzejak, D. (2021). Fortbildungen für Lehrpersonen wirksam gestalten. https://doi.org/10.11586/2020080 |
| [8] | Kaiser, L., McKenna, K., Lopes, T., & Zarestky, J. (2023). Strategies for supporting adult working learners in the online learning environment. New Directions for Adult and Continuing Education, 2023(179), 53–65. https://doi.org/10.1002/ace.20502 |
| [9] | Jetzinger, F., Baumer, S., & Michaeli, T. (2024). Artificial Intelligence in Compulsory K-12 Computer Science Classrooms: A Scalable Professional Development Offer for Computer Science Teachers. Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, 590–596. https://doi.org/10.1145/3626252.3630782 |
| [10] | Lindner, A. (2021). Designing a Teacher PD Programme for AI – First Steps. The 16th Workshop in Primary and Secondary Computing Education, 1–2. https://doi.org/10.1145/3481312.3481350 |
| [11] | Schepman, A., & Rodway, P. (2023). The General Attitudes towards Artificial Intelligence Scale (GAAIS): Confirmatory Validation and Associations with Personality, Corporate Distrust, and General Trust. International Journal of Human–Computer Interaction, 39(13), 2724–2741. https://doi.org/10.1080/10447318.2022.2085400 |
| [12] | Franke, T., Attig, C., & Wessel, D. (2019). A Personal Resource for Technology Interaction: Development and Validation of the Affinity for Technology Interaction (ATI) Scale. International Journal of Human–Computer Interaction, 35(6), 456–467. https://doi.org/10.1080/10447318.2018.1456150 |
| [13] | Laupichler, M. C., Aster, A., Haverkamp, N., & Raupach, T. (2023). Development of the “scale for the assessment of non-experts’ AI literacy” – An exploratory factor analysis. Computers in Human Behavior Reports, 12(2023), 100388. https://doi.org/10.1016/j.chbr.2023.100338 |
| [14] | Euler, D. (2014). Design Research – A Paradigm under Development. In D. Euler & P. F. E. Sloane (Hrsg.), Design-based research (S. 15–44). Franz Steiner Verlag. |
| [15] | Prediger, S., Link, M., Hinz, R., Hußmann, S., Thiele, J., & Ralle, B. (2012). Lehr-Lernprozesse initiieren und erforschen – Fachdidaktische Entwicklungsforschung im Dortmunder Modell. Der mathematische und naturwissenschaftliche Unterricht: MNU, 65(8), 452–457. |
Authors: Michaela Müller-Unterweger, Marc Berges
Poster sources:
| [1] | Satu Alaoutinen and Kari Smolander. 2010. Student self-assessment in a programming course using bloom’s revised taxonomy. 155–159. https://doi.org/10.1145/1822090.1822135 |
| [2] | Morten Bastian and Andreas Mühling. 2022. Comparing estimates of difficulty of programming constructs. In Koli Calling ’22: 22nd Koli Calling International Conference on Computing Education Research, Ilkka Jormanainen and Andrew Petersen (Eds.). ACM, New York, NY, USA, 1–12. https://doi.org/10.1145/3564721.3565950 |
| [3] | Mordechai Ben-Ari. 2001. Constructivism in Computer Science Education. J Comput Math Sci Teach 20 (02 2001). https://doi.org/10.1145/274790.274308 |
| [4] | Marina Bers. 2010. The TangibleK robotics program: Applied computational thinking for young children. Early Childhood Research and Practice 12 (09 2010). |
| [5] | Marina Bers, Louise Flannery, Elizabeth Kazakoff Myers, and Amanda Sullivan. 2014. Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education 72 (03 2014), 145–157. https://doi.org/10.1016/j.compedu.2013.10.020 |
| [6] | Sandy Garner, Patricia Haden, and Anthony Robins. 2005. My Program is Correct But it Doesn t Run: A Preliminary Investigation of Novice Programmers Problems. Conferences in Research and Practice in Information Technology Series 42, 173–180. |
| [7] | Davin McCall and Michael Kölling. 2019. A New Look at Novice Programmer Errors. ACM Trans. Comput. Educ. 19, 4 (2019). https://doi.org/10.1145/3335814 |
| [8] | Staatsinstitut für Schulqualität und Bildungsforschung. 2022. Wirtschaftsinformatik 10 (WWG). |
| [9] | Kerstin Stoeckelmayr, Michael Tesar, and Alexander Hofmann. 2011. Kindergarten Children Programming Robots: A First Attempt. 185–192. |
Poster
Additional material: Pre-/Posttest
Authors: Annabel Lindner, Michaela Müller-Unterweger, Marc Berges
Poster sources:
I. Diethelm, P. Hubwieser, and R. Klaus, “Students, Teachers and Phenomena: Educational Reconstruction for Computer Science Education,” in Proceedings of the 12th Koli Calling International Conference on Computing Education Research, in Koli Calling ’12. Koli, Finland: Association for Computing Machinery, 2012, pp. 164–173. doi: 10.1145/2401796.2401823.
S. Prediger, S. Schnell, and K.-A. Rösike, “Design Research with a focus on content-specific professionalization processes: The case of noticing students’ potentials,” in Proceedings of the third ERME topic conference on mathematics teaching, resources and teacher professional development, S. Zehetmeier, B. Rösken-Winter, D. Potari, and M. Ribeiro, Eds., Humboldt-Universität & HAL Archive Berlin, 2016, pp. 96–105.
Autoren: Jonas Vollhardt, Marc Berges
Quellenangaben:
| [1]: | Röhl, T. (2022). Digital Leadership?: Schulen im digitalen Wandel führen. schule verantworten | führungskultur_innovation_autonomie, 1, 69–73. https://doi.org/10.53349/sv.2022.i1.a185 |
| [2]: | Creusen, U., Gall, B., & Hackl, O. (2017). Digital Leadership. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-17812-3 Kane, G. C., Phillips, A. N., Copulsky, J., & Andrus, G. (2019). How Digital Leadership Is(n’t) Different. MIT Sloan Management Review, 60(3), 34–39. ABI/INFORM Collection. Kultusministerkonferenz. (2021). Lehren und Lernen in der digitalen Welt – Ergänzung zur Strategie der Kultusministerkonferenz „Bildung in der digitalen Welt“. Waffner, B. (2021). Schulentwicklung in der digital geprägten Welt: Strategien, Rahmenbedingungen und Implikationen für Schulleitungshandeln. In A. Wilmers, M. Achenbach, & C. Keller (Hrsg.), Bildung im digitalen Wandel. Organisationsentwicklung in Bildungseinrichtungen (DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation; Bd. 2, S. 67–103). Waxmann. https://www.pedocs.de/volltexte/2021/23605/ |
| [3]: | Fullan, M., Azorín, C., Harris, A., & Jones, M. (2023). Artificial intelligence and school leadership: Challenges, opportunities and implications. School Leadership & Management, 1–8. https://doi.org/10.1080/13632434.2023.2246856 Huang, M.-H., Rust, R., & Maksimovic, V. (2019). The Feeling Economy: Managing in the Next Generation of Artificial Intelligence (AI). California Management Review, 61(4), 43–65. https://doi.org/10.1177/0008125619863436 Igbokwe, I. C. (2023). Application of Artificial Intelligence (AI) in Educational Management. International Journal of Scientific and Research Publications, 13(3). https://doi.org/10.29322/IJSRP.13.03.2023.p13536 Tyson, M. (2020). Educational Leadership in the Age of Artificial Intelligence [Georgia State University]. https://doi.org/10.57709/18723065 |
Autor:innen: Annabel Lindner, Marc Berges, Mathias Rösch, Florian Franke
Quellenangaben:
Lindner, A.: Designing a Teacher PD Programme for AI – First Steps. In: The 16th Workshop in Primary and Secondary Computing Education. WiPSCE `21, ACM, New York (2021).
Long, D., Magerko, B.: What Is AI Literacy? Competencies and Design Considerations. In: Proceedings of the 2020 ACM Conference on Human Factors in Computing Systems. CHI `20, ACM, New York (2020).
Michaeli, T., Romeike, R., Seegerer. S.: What Students can Learn about Artificial Intelligence – Recommendations for K-12 Computing Education. In: Proceedings of IFIP WCCE 2022: World Conference on Computers in Education. Hiroshima (2022).
Touretzky, D., Gardener-McCune, C., Martin, F., Seehorn, D.: Envisioning AI for K-12: What Should Every Child Know about AI? In: The Thrity-Thrid AAAI Conference on Artificial Intelligence. AAAI (2019).
Author: Annabel Lindner
Poster sources:
ACM. 2012. ACM Computing Classification System. Retrieved July 16, 2021 from https://dl.acm.org/ccs
ACM Data Science Task Force. 2021. Computing Competencies for Undergraduate Data Science Curricula.
Günther Görz, Ute Schmid, and Tanya Braun. 2021. Handbuch der Künstlichen Intelligenz (6 ed.). De Gruyter, Berlin, Boston.
Duri Long and Brian Magerko. 2020. What is AI Literacy? Competencies and Design Considerations. In Proceedings of the 2020 ACM Conference on Human Factors in Computing Systems (CHI 2020) (Honolulu, HI, USA, 2020) (CHI ’20). Association for Computing Machinery, New York, NY, USA, 1–16.
Stuart Russell and Peter Norvig. 2016. Artificial Intelligence: A Modern Approach, Global Edition. Addison Wesley.
The Joint Task Force on Computing Curricula – ACM, IEEE. 2013. Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science.
David Touretzky, Christina Gardner-McCune, Fred Martin, and Deborah Seehorn. 2019. Envisioning AI for K-12: What Should Every Child Know about AI?. In The Thirty-Third AAAI Conference on Artificial Intelligence (AAAI-19). Association for the Advancement of Artificial Intelligence.