est. 1963, revised 1992, 1995, 1998
To provide an international forum for
educators to discuss research and practice in:
- teaching informatics
- educational uses of communication and information technologies (ICT)
To establish models for informatics curricula, training programs, and teaching methodologies.
To consider the relationship of informatics in other curriculum areas.
To promote the ongoing education of ICT professionals and those in the workforce whose employment involves the use of information and communication technologies.
To examine the impact of information and
communication technologies on the whole educational environment:
- teaching and learning
- administration and management of the educational enterprise
- local, national and regional policy-making and collaboration.
WG3.1 - Informatics and
ICT in Secondary Education
est. 1966, revised 1998, 2008, merged with WG3.5 to form a new WG3.1 in 2014
To provide an international viewpoint to the debate of informatics education in all levels of school pedagogies including research activities and best practice experience.
To promote the acquisition and updating of appropriate knowledge and expertise by all whose teaching environment requires contact with computer-based systems.
To consider the nature, content and method of delivery for school education, within informatics (computer science) and digital technologies (digital humanities, media literacy), which will enable learners to become discerning digital citizens who are able to act in a complex and digitalized world.
Early childhood and school education, including related informal learning contexts.
Informatics education and digital literacy.
The integration of digital technologies in education.
The professional development of teachers.
The provision of pre-service and in-service teacher education to enable educators to use and contribute to the development of digital educational resources, including professional learning networks.
Research on Education Applications of Information Technologies
re-est. 1988, revised 2004
To provide a forum to identify issues and priorities for research and to map research policies arising from the differing cultures in IFIP Member countries.
Identification of research needs and topics in the field of education
Improvement of research approaches and methods
Production of synthesis of research on major topics in the field
Dissemination of research, in partnership with educational research communities.
WG3.4 Professional and Vocational Education in
est. 1971, revised 1983, 1989, 1995, 2008, 2014, 2015
WG3.4 is focused on professional and vocational education in ICT – education leading towards careers or professional development in some form of computing, rather than on specific teaching of informatics or use of computers in different subject areas in primary and junior secondary schools.
Our goal is to promote the acquisition and updating of appropriate ICT knowledge and expertise by all whose working environment requires contact with computer-based systems.
To consider the nature, content and method of delivery of professional and vocational education within the ICT sector, which will enable learners to achieve their employment expectations.
To promote the effective use of ICT as a medium for the delivery of professional and vocational education.
To foster life-long learning in ICT-related areas.
To examine the activities of ICT professional bodies concerning the professional development and certification of their members.
The integration of ICT knowledge and practice with other vocational and professional education.
The provision of initial and on-going IT training and education for non-ICT professionals to enable them to use and contribute to the development of ICT systems.
The use of computer–based training methods in the delivery of professional and vocational education.
The on-going professional development and life-long learning of ICT practitioners.
The membership of WG3.4 comprises academics (Computer Science, Information Systems, etc.) ICT Trainers and ICT Practitioners.
Members’ interests include the use of computer-mediated education, the on-going professional education of both ICT and non-ICT professionals, the activities of national ICT professional bodies, the delivery of effective ICT vocational education to post-secondary learners and the integration of ICT into other tertiary curricula.
Informatics and Digital Technologies in Elementary Education
est. 1983, revised 1999, 2008, merged with WG3.1 to form a new WG3.1 in 2014
WG3.7 - Information Technology in Educational
est. 1996, revised 2008, 2014
To promote effective and efficient use of Information and Communication Technologies (ICT) within the management and policies, development of and planning for educational institutions;
To promote the use of ICT, including current and emerging technologies to support school and institutional improvement and accountability;
To promote the use and advancement of decision support systems and knowledge management within educational management;
To investigate the potentials of mobile technologies to support managerial and administrative work for educational institutions:
To investigate human, social, and ethical, aspects of ITEM systems and to provide recommendations for their adequate integration in educational settings;
To investigate aspects of security and privacy of ITEM systems and to provide recommendations for their adequate integration in educational settings;
To develop and improve qualitative and quantitative empirical methods to understand the role of digital literacy and ICT in the management of teacher and tutor education in educational organizations;
To encourage international exchanges of information and co-operation on state of the art research, development and implementation of ITEM systems;
To propose themes for international, collaborative research and development in ITEM and to seek funding for such research and development from national and international bodies;
To provide advice and support to
countries, educational systems and institutions in the developmental stages of
their ITEM systems.
The whole range of educational institutions concerned with education, from kindergarten to higher education, adult education, professional development and training settings;
The educational management of ICT used within lifelong, formal and informal settings;
Local education authorities, school districts and those concerned with developing and integrating educational policies, including policy makers, advisers, parents, administrators, teachers other and education providers, and learners;
Local, regional, national, international research and development institutions;
Academic, government, non-profit and commercial organizations.