Programming for prospective educators (using Scratch) - Versionsgeschichte

WenkBruno: /* '''Material and sample solutions''' */

2024-01-21T15:38:27Z

'''Material and sample solutions'''

← Nächstältere Version		Version vom 21. Januar 2024, 15:38 Uhr
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	The documents for the programming course (teacher editions, student editions) are freely accessible on this server (unterrichten.zum.de).		The documents for the programming course (teacher editions, student editions) are freely accessible on this server (unterrichten.zum.de).

	The templates and sample solutions to the tasks are published as projects on the Scratch platform in the studio [https://scratch.mit.edu/studios/33643766/\|ITBO Programming].		The templates and sample solutions to the tasks are published as projects on the Scratch platform in the studio [https://scratch.mit.edu/studios/33643766/ ITBO Programming].

	=='''Disposition'''==		=='''Disposition'''==

WenkBruno: /* '''Material and sample solutions''' */

2024-01-21T15:37:39Z

'''Material and sample solutions'''

← Nächstältere Version		Version vom 21. Januar 2024, 15:37 Uhr
Zeile 92:		Zeile 92:
	The documents for the programming course (teacher editions, student editions) are freely accessible on this server (unterrichten.zum.de).		The documents for the programming course (teacher editions, student editions) are freely accessible on this server (unterrichten.zum.de).

	The templates and sample solutions to the tasks are published as projects on the Scratch platform in the studio [https://scratch.mit.edu/studios/33643766/\| ITBO Programming].		The templates and sample solutions to the tasks are published as projects on the Scratch platform in the studio [https://scratch.mit.edu/studios/33643766/\|ITBO Programming].

	=='''Disposition'''==		=='''Disposition'''==

WenkBruno: /* Material and sample solutions */

2024-01-21T15:36:39Z

Material and sample solutions

WenkBruno: /* '''Material and sample solutions''' */

2024-01-21T15:31:51Z

'''Material and sample solutions'''

← Nächstältere Version		Version vom 21. Januar 2024, 15:31 Uhr
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	=='''Material and sample solutions'''==		=='''Material and sample solutions'''==

	The documents for the programming course (teacher editions, student editions) are freely accessible on ~~the ZUM-Server~~ (~~Zentrale für Unterrichtsmedien): [https://~~unterrichten.zum.de~~/wiki/Programming_for_prospective_educators_(using_Scratch)\| Programming for prospective educators (using Scratch~~)].		The documents for the programming course (teacher editions, student editions) are freely accessible on this server (unterrichten.zum.de).

	The templates and sample solutions to the tasks are published as projects on the Scratch platform in the studio [https://scratch.mit.edu/studios/33643766/\| ITBO Programming].		The templates and sample solutions to the tasks are published as projects on the Scratch platform in the studio [https://scratch.mit.edu/studios/33643766/\| ITBO Programming].

WenkBruno: /* '''Selected programming environment: Scratch''' */

2023-08-04T07:34:57Z

'''Selected programming environment: Scratch'''

← Nächstältere Version		Version vom 4. August 2023, 07:34 Uhr
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	Authors: Bruno Wenk, Dieter Burkhard		Authors: Bruno Wenk, Dieter Burkhard

	~~Translations~~: Patricia Berchtel		Translation: Patricia Berchtel

	__INDEXIEREN__		__INDEXIEREN__

WenkBruno: /* '''Selected programming environment: Scratch''' */

2023-08-04T07:26:15Z

'''Selected programming environment: Scratch'''

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	Translations: Patricia Berchtel		Translations: Patricia Berchtel

			__INDEXIEREN__

	{{DEFAULTSORT:Programming for prospective educators (using Scratch) }}		{{DEFAULTSORT:Programming for prospective educators (using Scratch) }}

WenkBruno: /* '''Selected programming environment: Scratch''' */

2023-08-04T07:22:02Z

'''Selected programming environment: Scratch'''

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	Translations: Patricia Berchtel		Translations: Patricia Berchtel

	~~[[Kategorie:Informatik]]~~

	{{DEFAULTSORT:Programming for prospective educators (using Scratch) }}		{{DEFAULTSORT:Programming for prospective educators (using Scratch) }}

			[[Kategorie:Informatik]]
	[[Kategorie:Programmieren]]		[[Kategorie:Programmieren]]
	[[Kategorie:Scratch]]		[[Kategorie:Scratch]]
	[[Kategorie:Lernpfad]]		[[Kategorie:Lernpfad]]

WenkBruno: /* '''Why should future teachers learn how to program?''' */

2023-08-04T07:20:57Z

'''Why should future teachers learn how to program?'''

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	''Programming is an aspect of computer science''. The programming course at SSC-P is limited to the following objectives:		''Programming is an aspect of computer science''. The programming course at SSC-P is limited to the following objectives:

	# The students of ‹Specialised Upper Secondary School - Occupational field of education› will later, as primary school teachers, develop their own teaching ideas on how computer programs can support their pupils in learning. Therefore, they should be able to program corresponding apps on their own (e.g., an index of words that the children use in their texts that grows over time; the index promotes the expansion of the vocabulary of the entire class and the weaker primary school pupils can easily "look up" the correct spelling of the words).		* The students of ‹Specialised Upper Secondary School - Occupational field of education› will later, as primary school teachers, develop their own teaching ideas on how computer programs can support their pupils in learning. Therefore, they should be able to program corresponding apps on their own (e.g., an index of words that the children use in their texts that grows over time; the index promotes the expansion of the vocabulary of the entire class and the weaker primary school pupils can easily "look up" the correct spelling of the words).

	# Primary school pupils should be able to use a computer as a tool for exploratory learning in "traditional" subjects such as mathematics, geometry or geography. The [https://www.worldcat.org/de/title/74666394 turtle graphics approach by Seymour Papert] (further developed and updated by [https://www.worldcat.org/de/title/877077313 Yasmin B. Kafai / Quinn Burke]) is well suited for this purpose. The students of ‹Specialised Upper Secondary School› should therefore acquire the concept of Turtle-Graphics, so that they can explain it later to their primary school pupils. As future teachers, they will then be able to set their own tasks that elementary school pupils can solve with turtle graphics.		* Primary school pupils should be able to use a computer as a tool for exploratory learning in "traditional" subjects such as mathematics, geometry or geography. The [https://www.worldcat.org/de/title/74666394 turtle graphics approach by Seymour Papert] (further developed and updated by [https://www.worldcat.org/de/title/877077313 Yasmin B. Kafai / Quinn Burke]) is well suited for this purpose. The students of ‹Specialised Upper Secondary School› should therefore acquire the concept of Turtle-Graphics, so that they can explain it later to their primary school pupils. As future teachers, they will then be able to set their own tasks that elementary school pupils can solve with turtle graphics.

	# The students should also understand how programs and other teaching materials can be published as Open Educational Resources (OER) to make it easier for teachers to prepare and hold lessons. This allows them to use IT applications for contemporary forms of collaboration.		* The students should also understand how programs and other teaching materials can be published as Open Educational Resources (OER) to make it easier for teachers to prepare and hold lessons. This allows them to use IT applications for contemporary forms of collaboration.

	<br/>		<br/>

WenkBruno: /* '''"Suitable" programming environments''' */

2023-07-27T13:25:44Z

'''"Suitable" programming environments'''

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	A brief description of some well-known programming environments that are used or could be used for educational purposes in German-speaking countries (some of them also in English-speaking countries) can be found in the document [[Datei:ProgrammingCourseDispositionV2.odt\|ProgrammingCourseDispositionV1.odt~~\|mini~~]] ([https://xlogo.inf.ethz.ch/release/latest/ XlogoOnline], [https://www.swisseduc.ch/informatik/karatojava/kara/ Kara], [https://scratch.mit.edu Scratch], [https://snap.berkeley.edu Snap!], [http://www.boles.de/teaching/pkjava/solist/scratchkara.html ScratchKara], [http://www.python-online.ch WebTigerJython]). The selection and order of the programming environments is not based on an explicit system.		A brief description of some well-known programming environments that are used or could be used for educational purposes in German-speaking countries (some of them also in English-speaking countries) can be found in the document [[Datei:ProgrammingCourseDispositionV2.odt\| ProgrammingCourseDispositionV1.odt]]

	<br/>		<br/>

WenkBruno: /* '''"Suitable" programming environments''' */

2023-07-27T13:23:53Z

'''"Suitable" programming environments'''

← Nächstältere Version		Version vom 27. Juli 2023, 13:23 Uhr
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	A brief description of some well-known programming environments that are used or could be used for educational purposes in German-speaking countries (some of them also in English-speaking countries) can be found in the document [Datei:ProgrammingCourseDispositionV2 ~~ProgrammingCourseDispositionV2~~.odt] ([https://xlogo.inf.ethz.ch/release/latest/ XlogoOnline], [https://www.swisseduc.ch/informatik/karatojava/kara/ Kara], [https://scratch.mit.edu Scratch], [https://snap.berkeley.edu Snap!], [http://www.boles.de/teaching/pkjava/solist/scratchkara.html ScratchKara], [http://www.python-online.ch WebTigerJython]). The selection and order of the programming environments is not based on an explicit system.		A brief description of some well-known programming environments that are used or could be used for educational purposes in German-speaking countries (some of them also in English-speaking countries) can be found in the document [[Datei:ProgrammingCourseDispositionV2.odt\|ProgrammingCourseDispositionV1.odt\|mini]] ([https://xlogo.inf.ethz.ch/release/latest/ XlogoOnline], [https://www.swisseduc.ch/informatik/karatojava/kara/ Kara], [https://scratch.mit.edu Scratch], [https://snap.berkeley.edu Snap!], [http://www.boles.de/teaching/pkjava/solist/scratchkara.html ScratchKara], [http://www.python-online.ch WebTigerJython]). The selection and order of the programming environments is not based on an explicit system.

	<br/>		<br/>

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	{{Box\|Download\|[[Datei:ProgrammingCourseDispositionV2.odt\|ProgrammingCourseDispositionV1.odt\|mini]]\|Download }}		{{Box\|Download\|[[Datei:ProgrammingCourseDispositionV2.odt\|ProgrammingCourseDispositionV1.odt\|mini]]\|Download }}

	<br/>		<br />

	==='''Why should future teachers learn how to program?'''===		==='''Why should future teachers learn how to program?'''===
Zeile 132:		Zeile 130:
	''Programming is an aspect of computer science''. The programming course at SSC-P is limited to the following objectives:		''Programming is an aspect of computer science''. The programming course at SSC-P is limited to the following objectives:

	* The students of ‹Specialised Upper Secondary School - Occupational field of education› will later, as primary school teachers, develop their own teaching ideas on how computer programs can support their pupils in learning. Therefore, they should be able to program corresponding apps on their own (e.g., an index of words that the children use in their texts that grows over time; the index promotes the expansion of the vocabulary of the entire class and the weaker primary school pupils can easily "look up" the correct spelling of the words).		*The students of ‹Specialised Upper Secondary School - Occupational field of education› will later, as primary school teachers, develop their own teaching ideas on how computer programs can support their pupils in learning. Therefore, they should be able to program corresponding apps on their own (e.g., an index of words that the children use in their texts that grows over time; the index promotes the expansion of the vocabulary of the entire class and the weaker primary school pupils can easily "look up" the correct spelling of the words).

	* Primary school pupils should be able to use a computer as a tool for exploratory learning in "traditional" subjects such as mathematics, geometry or geography. The [https://www.worldcat.org/de/title/74666394 turtle graphics approach by Seymour Papert] (further developed and updated by [https://www.worldcat.org/de/title/877077313 Yasmin B. Kafai / Quinn Burke]) is well suited for this purpose. The students of ‹Specialised Upper Secondary School› should therefore acquire the concept of Turtle-Graphics, so that they can explain it later to their primary school pupils. As future teachers, they will then be able to set their own tasks that elementary school pupils can solve with turtle graphics.		*Primary school pupils should be able to use a computer as a tool for exploratory learning in "traditional" subjects such as mathematics, geometry or geography. The [https://www.worldcat.org/de/title/74666394 turtle graphics approach by Seymour Papert] (further developed and updated by [https://www.worldcat.org/de/title/877077313 Yasmin B. Kafai / Quinn Burke]) is well suited for this purpose. The students of ‹Specialised Upper Secondary School› should therefore acquire the concept of Turtle-Graphics, so that they can explain it later to their primary school pupils. As future teachers, they will then be able to set their own tasks that elementary school pupils can solve with turtle graphics.

	* The students should also understand how programs and other teaching materials can be published as Open Educational Resources (OER) to make it easier for teachers to prepare and hold lessons. This allows them to use IT applications for contemporary forms of collaboration.		*The students should also understand how programs and other teaching materials can be published as Open Educational Resources (OER) to make it easier for teachers to prepare and hold lessons. This allows them to use IT applications for contemporary forms of collaboration.

	<br/>		<br />

	==='''"Suitable" programming environments'''===		==='''"Suitable" programming environments'''===
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	* The programming environment must be user-friendly so that the students can get familiar with the basics of programming in the short time available for the programming course.		*The programming environment must be user-friendly so that the students can get familiar with the basics of programming in the short time available for the programming course.

	* It must support modern programming concepts (e.g. object and event orientation) so that the students can also master demanding programming projects.		*It must support modern programming concepts (e.g. object and event orientation) so that the students can also master demanding programming projects.

	* The programming environment must be usable by primary school pupils. And it must support "turtle-like graphics" (according to the concept of Seymour Papert, 1967, at that time realised with the programming language Logo and turtles as moving objects[https://news.elearninginside.com/seymour-papert-logo-turtles-and-the-origin-of-educational-robots/ Kronk, Henry (2019): Seymour Papert LOGO Turtles, and the origin of educational robots.]).		*The programming environment must be usable by primary school pupils. And it must support "turtle-like graphics" (according to the concept of Seymour Papert, 1967, at that time realised with the programming language Logo and turtles as moving objects[https://news.elearninginside.com/seymour-papert-logo-turtles-and-the-origin-of-educational-robots/ Kronk, Henry (2019): Seymour Papert LOGO Turtles, and the origin of educational robots.]).

	* The programming environment must support block-based programming. Text-based programming is not suitable for teaching in primary school.		*The programming environment must support block-based programming. Text-based programming is not suitable for teaching in primary school.

	* Ideally, the programming environment should support the cooperative (further) development of programs.		*Ideally, the programming environment should support the cooperative (further) development of programs.

	* The programming environment should already be fairly widespread. With a large user group ("community"), it is more likely that the environment is continuously developed and also adapted to changing educational needs.		*The programming environment should already be fairly widespread. With a large user group ("community"), it is more likely that the environment is continuously developed and also adapted to changing educational needs.

	* Educational Software should be as widely available as possible and remain so in order to make education accessible to all. Ideally, it should be supported by foundations that are independent of individuals or maintained by public institutions. To prevent it from being monopolised, it should be programmed open source.		*Educational Software should be as widely available as possible and remain so in order to make education accessible to all. Ideally, it should be supported by foundations that are independent of individuals or maintained by public institutions. To prevent it from being monopolised, it should be programmed open source.


	A brief description of some well-known programming environments that are used or could be used for educational purposes in German-speaking countries (some of them also in English-speaking countries) can be found in the document [[Datei:ProgrammingCourseDispositionV2.odt\| ProgrammingCourseDispositionV1.odt]]		A brief description of some well-known programming environments that are used or could be used for educational purposes in German-speaking countries (some of them also in English-speaking countries) can be found in the document [[Datei:ProgrammingCourseDispositionV2.odt\| ProgrammingCourseDispositionV1.odt]]

	<br/>		<br />

	==='''Selected programming environment: Scratch'''===		==='''Selected programming environment: Scratch'''===