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.
- 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.
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.
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
- 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.
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.
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 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.
- 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.
Professional and Vocational Education for the Information and Communication
Technologies (ICT) Sector
est. 1971, revised 1983, 1989, 1995, 2008
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.
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.
– 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.
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.
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)
use in all disciplines and across all curriculum areas
equity and gender
social, cultural and psychological aspects
competency and assessment
- Distance Education
est. 1987, revised 2000, 2006
The aims of the working group are:
to investigate the use of Information
and Communication Technologies (ICT) for learning in open, flexible and
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).
The focus of the work will be on:
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.
- Information Technology in Educational
est. 1996, revised 2008
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.
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.
- Lifelong Learning
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.
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.
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.
– Digital Literacy
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.
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.
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
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.