TC 3 - Education - Aims and Scopes
est. 1963,
revised 1992, 1995, 1998
AIMS
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
The Working
Group is concerned with the role of both informatics and information literacy on
the one hand and the use of Information and Communication Technologies (ICT) in
education on the other hand in secondary education (age range from 11 to 18
years).
The mission of
the Working Group is to provide a forward look on the development and impact of
informatics and of using ICT’s in secondary education from an
international viewpoint. It tries to identify problems, document experiences
and find solutions. It does not strive to offer a unique solution to problems,
as it is aware that specific circumstances of people and countries must in
general be taken into account.
AIMS
The Working Group aims to develop effective communication among
its members who come from many countries. This communication network which is based
on group communication through internet and e-mail, meeting in person at
working conferences and workshops, allows members to actively access
state-of-the-art results of research and practice and to develop a collective
expertise.
On the basis of this collective expertise, prospective ideas about
development and impact of informatics and the use of ICT in secondary education
are formed.
The collective expertise is shared with others in open
conferences, seminars and workshops, consultancy, and through internet, a web
space and publications.
SCOPE
The work in
Working Group 3.1 covers all aspects of the role of informatics and ICT usage
in secondary education. Among these aspects are:
informatics curricula: content and pedagogy
information literacy: content and pedagogy
informatics in other subject areas
use of ICT within the subject of informatics
use of ICT within other subject areas
impacts of informatics and ICT on contents and methods of teaching
and learning
impacts of ICT on organization and management of teaching impacts
of ICT on the learning of the new generation
impacts of ICT on teacher training and professional development of
teachers
use and impacts of ICT on learning outside of the institution
whether formal or informal in nature
WG3.2
- Informatics and ICT in Higher Education
est.
1968, revised 1981, 1989, 1998
The Working
Group is concerned with the roles of both informatics and resulting Information
and Communication Technologies (ICT) in higher education.
The mission of
the Working Group is to provide a forward look on the development and impact of
informatics and resulting technologies in higher education from an
international viewpoint. It tries to further the professional work of each of
its members and to identify problems, experiences and solutions. It does not
strive to offer a unique solution to problems, as it is aware that specific
circumstances of people and countries must in general be taken into account.
AIMS
The Working Group aims to develop effective communication among
its members who come from many countries. This communication network , which is
based on meetings in person at working conferences and workshops, allows
members to actively access state of the art results of research and practice, and
to develop a collective expertise.
On the basis of this collective expertise, prospective ideas about
development and impact of informatics and related technologies in higher
education are formed.
The collective expertise is shared with others in open conferences,
seminars, and consultancy and through publications.
The Working Group strives to achieve a proper understanding of the
impact of the information technologies on society in order to be able to define
the consequent new professional responsibilities of all students.
The curricular work of
the working group aims:
to revise curricula for informatics dealing with changes both from
technological development and from theoretical advances;
to provide guidance on the informatics component needed in the curricula
of all disciplines;
to provide model curricula, adaptable to various cultural needs
and educational systems, especially those of developing countries.
SCOPE
The work in
Working Group 3.2 covers all aspects of the role of informatics and resulting
technologies in higher education (universities, polytechnics, colleges of
higher education, institutes of technology, etc.) covering education of
specialists (like informaticians, computer scientists, software engineers,
etc.), as well as the education of students from other disciplines.
Among the
aspects covered are:
informatics curricula
informatics in other subject areas
use of ICT within the subject of informatics and other subject
areas
impacts of informatics and ICT on contents and methods of teaching
and learning
impacts of ICT on organization and management of teaching and
learning.
WG3.3
- Research on Education Applications of Information Technologies
re-est. 1988, revised 2004
AIMS
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.
SCOPE
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 for the Information and Communication
Technologies (ICT) Sector
est. 1971, revised 1983, 1989, 1995, 2008
AIMS
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 achieve their employment expectations.
To promote the effective use of ICT as a medium for the delivery
of professional and vocational education.
To examine the activities of ICT professional bodies concerning
the professional development and certification of their members.
SCOPE
The integration of ICT knowledge and practice with other
vocational and professional education.
The on-going professional development of ICT practitioners.
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 within the ICT sector.
WG3.4 is
focused on the area of professional and vocational education rather than on
specific computing curricula in primary, secondary or tertiary educational
institutions. The membership of WG3.4 comprises academics and ICT practitioners
whose interests are reflected in the conference activities organized by the
Working Group over recent years. These 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.
WG3.5
– Informatics and Digital Technologies in Elementary Education
est.
1983, revised 1999, 2008
The working
group is concerned with the role of digital technologies and Informatics in
elementary education (age range from pre-school to 14 years). Its mission is to
provide educationalists with an international forum where ideas, practical
educational experiences, research and project-oriented work can be presented
and discussed in a professional way in order to promote the development of
elementary education teaching and children's learning.
AIMS
develop pedagogical perspectives and respond to challenges raised
by digital technologies in education and for creative activities and learning
as cognitive tools;
study and evaluate the issues arising when ICT is used in
pre-school and elementary education; pre-service teacher education; and
professional development for teachers and teacher educators;
assist teachers (as practitioners), administrators and other
educators to assess the impact of ICT on children, teachers, and the school
community;
develop understanding of learning environments appropriate to ICT
use and where ICT is used;
promote critical use of educational technologies in pre-school and
elementary school settings including schools in the developing nations;
promote the development of ICT materials and equipment, of
recognized quality including the developing nations;
promote the use of ICT to support the school integration of
disabled and hospitalized pupils;
focus on consequences and implications for teacher education and
pedagogical needs of the future in ICT;
ensure that ethical perspectives raised by the applications of ICT
on education and children's lives are handled in a critical and appropriate
way;
enable ICT to make a
beneficial contribution to children's learning and living;
bring the problems of
ICT education in pre-school and elementary education to the attention of school
administrators and appropriate authorities to whom they report; and
recognize the importance
of Informatics in education and implementation of Informatics in curriculum of
elementary education.
SCOPE
The scope of
this working group is ICT in Elementary Education including:
pre-school (nursery or early childhood) education;
elementary (primary) schools;
disabled and hospitalized pupils;
teachers (initial training and professional development)
the curriculum
use in all disciplines and across all curriculum areas
national policies
equity and gender
social, cultural and psychological aspects
competency and assessment
WG3.6
- Distance Education
est.
1987, revised 2000, 2006
AIMS
The aims of the working group are:
1)
to investigate the use of Information
and Communication Technologies (ICT) for learning in open, flexible and
distance education.
2)
To facilitate discussion and
dissemination of research and development in the field of learning through
processes enabled by information and communication technologies (termed
telelearning, E-learning, tele-education and online learning).
SCOPE
The focus of
the work will be on:
Pedagogical issues
Administrative issues
Technological capabilities
With
respect to the communication, interaction and information occurring in
technologically mediated educational contexts such as virtual universities,
globally networked school projects and internet distributed resources.
The
working group’s activities will mainly be conducted through working
conferences, workshops, electronically mediated discussion and TC3 Teleteaching
conferences.
WG3.7
- Information Technology in Educational
Management
est. 1996, revised 2008
AIMS
To promote effective and efficient use of Information and
Communication Technologies within the management of educational institutions;
To promote the use of ICT to support school improvement and
accountability;
To promote the use and advancement of decision support systems
within educational management, including those from operations research,
decision science, expert systems, human-computer interaction and others;
To follow-up technological developments (hardware, software,
communication systems), and their interoperability, their possible impact on
ITEM application and to recommend and forecast the development of ITEM systems;
To investigate the potentials of mobile technologies to support
managerial and administrative work in educational institutions;
To investigate human, social, ethical, aspects 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 ICT in educational organizations;
To investigate aspects of security and privacy of ITEM systems and
to provide recommendations for their adequate integration in educational
settings;
To care for international exchanges of information on the state of
the art of research, development and implementation of ITEM systems;
To promote international cooperation among ITEM research teams;
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 in
the developmental stage of their ITEM systems.
SCOPE
The whole range
of educational institutions from kindergarten to primary and secondary
education, to universities, adult education and in-service training;
Local education authorities/school districts and educational policies;
Local, regional, national, international research and development institutions;
Academic, non-profit organizations, government, commercial.
WG3.8
- Lifelong Learning
est.
2008
This Group is
concerned with the role of both Informatics and the resulting Information and Communication
Technologies (ICT) that enable each citizen and worker to adapt to the
knowledge-based society and actively participate in all spheres of social and
economic life, taking more control of his or her future. It looks particularly
at the interaction between the different ways of acquiring and updating all
kinds of abilities, interests, knowledge and qualifications. From this
perspective of the individual learner it addresses all forms of learning and
the interaction between them, including:
formal
learning, such as a degree course followed at university;
non-formal learning, such as vocational skills
acquired at the workplace;
societal
learning that enables individuals to live and work together, and
informal
learning that crosses generations.
Lifelong Learning is also a tool for reducing the “Digital
Divide”, whether it be between individuals in a single country or between
individuals in different countries.
The mission of the Group is to provide a forward look on the
development and impact of Informatics and the resulting technologies on
Lifelong Learning from an international viewpoint. It tries to identify
problems, document experiences and find solutions. It does not strive to offer
a unique solution to problems as is aware of the specific circumstances of
countries and of individual people.
AIMS
The Group aims to develop effective communication amount its
members. This communication network which is based on group communication
through telecommunications and meeting in person at working conferences and
workshops, allows members to actively access state-of-the-art results of
research and practice and to develop a collective expertise.
On the basis of this collective expertise, prospective ideas about
development and impact of informatics and related technologies in lifelong
learning are formed.
The collective expertise is shared with others in open
conferences, seminars and workshops, consultancy, and through
telecommunications and publications.
SCOPE
The work in Group
3.8 covers all aspects of the interactive role of informatics and resulting
technologies in lifelong learning. Among these aspects are:
Lifelong Learning as an economic issue;
Lifelong Learning as a social issue;
Lifelong Learning as a civic issue;
Lifelong Learning as a cultural issue;
Lifelong Learning as a personal issue;
Lifelong Learning as an Information and Communication
Technology issue;
Lifelong Learning is an economic issue:
Economies are changing; in knowledge-intensive economies the demand for
competent knowledge workers and skills workers is increasing. Supply is not in
balance with the demand. The main economic importance of knowledge workers is
trough knowledge creation; the main economic importance of skills workers is in
knowledge application. To keep up with economic demands both groups have to
enhance their competence in 'learning teams'. Learning has to be integrated
into the work and this learning on the job constitutes Lifelong Learning from
an employment related perspective.
Lifelong Learning as a social issue:
Social changes occur because of part-time work during initial education, of
disappearing transition between initial education and working life, and of
change as a second nature in work. Also new technological possibilities such as
mobile phones play a role. We want (to do) it now, we want to do more at one
time, we want it flexible and we want it personal and meaningful. This also
applies to our social learning where 'learning communities' appear, be it local
communities or communities of hobby or interest.
Lifelong Learning is a civic issue:
New opportunities for active participation in society are needed, empowering
citizens to increase their influence over social, cultural and economic
factors, locally and further a field, as ICT permits remote participation.
Lifelong Learning in citizenship communities is a means to this active
participation: "Just as Learning is being taken to the learner enhanced by
the use of ICT, so is citizenship with developments in electronic governance."
Lifelong Learning is a cultural issue:
We have moved to a 'zap' culture with television, local satellite, web video
and mobile TV, all being amplified by ICT. Small chunks of information, or
entertainment, build up the mosaic of our cultural experiences, a culture of
'blips'. Ubiquitous mobile communication ("where are you?"), video
and gaming, surfing the globe, all allow us to create our own cultural
communities. Attention must be given to the digital divide being created by the
‘haves’ and ‘have-nots’.
Lifelong Learning is a personal issue:
Changes in economic and social life require on-going personal development.
In personal life a person may be a
'lonely' learner. But economic, social and cultural life require 'team learning'
or 'community learning'. 'Lone wolf' learners may be able to ‘help
themselves’, but have to be drawn into teams or communities. These
‘lone wolf’ learners fall into several age groups. Attention must
be given to reaching all ages.
Lifelong Learning is an Information and Communication Technology issue:
Lifelong Learning provides new opportunities for active participation in
society, empowering citizens to increase their influence over social, cultural
and economic factors, locally and further a field, as ICT permits remote
participation. Economic, social and cultural developments all point in a
direction where personalized, flexible learning will be part of our economic,
democratic, cultural and social life. Just as in the work place where its use is
integrated, ICT will play an important enabling role in merging personal,
private, leisure and work time. ,
Lifelong Learning takes place in the real world; that is, in a real-life
setting where new knowledge has to be created and applied, because it is needed
(to steer our actions). Therefore Lifelong Learning may appear in different
contexts such as in a professional context, in a local/dispersed community
context and in an Individual context. All of these fall within the scope of the
group.
SIG3.9
– Digital Literacy
est.
2007
The mission of
Special Interest Group 3.9 is to provide an international forum for
understanding and endorsing research, promoting policy development and
improving practice on the challenging area of Digital Literacy and e-Inclusion.
The work of SIG 3.9 encompasses the entire lifecycle of learning and aims to
identify problems and factors, analyze experiences and provide solutions that
would address successfully the differentiated needs, interests and aspirations
of different groups of people with regard to digital literacy.
AIMS
To create and expand a hub of experts in
Digital Literacy with the aim to raise awareness and work in an organized and
systematic way towards the pursuit of Digital
Literacy and the bridging of Digital Divide
in education, the workplace and society at large.
To develop and offer a sustainable,
single-point-of-access, high-quality information service on Digital Literacy.
To offer consultancy, reporting and
expertise brokering services on Digital Literacy and e-Inclusion in education
and training.
SCOPE
To study and
promote the pursuit of digital literacy
and e-Inclusion in the full range of
educational settings:
Formal Education (primary, secondary, and higher education)
Continuing Professional Development/Training and Vocational
Education
Adult Education
Informal Education & social learning: learning at home/social
environments
Focus areas: Democratic education,
Critical pedagogy, Curricula and Educational frameworks, National policies,
Teacher education and training, Professional education, Learning communities
and Social/resource networks.
The
work of Special Interest Group 3.9 aims to have a global reach, with a broad geographical granularity: local,
regional, national, international/continental, worldwide.