Abstract is missing.
- An Integrated Model of Digitalisation-Related Competencies in Teacher EducationSwantje Borukhovich-Weis, Torsten Brinda, Veronika Burovikhina, Michael Beißwenger, Björn Bulizek, Katharina Cyra, Inga Gryl, David A. Tobinski, Mike Barkmin. 3-14 [doi]
- Primary Education Student Teachers' Perceptions of Computational Thinking Through Bebras TasksMiroslava Cernochová, Hasan Selcuk. 15-27 [doi]
- Programming Concepts in Lower Primary Years and Their Cognitive DemandsIvan Kalas, Klara Horvathova. 28-40 [doi]
- "Literacy from Python" - Using Python for a Proposed Cross-curricular Teaching and Learning ModelLawrence Williams, Beth Mead. 41-53 [doi]
- Advocating for Educational Support to Develop Socially Disadvantaged Young People's Digital Skills and Competencies: Can Support Encourage Their Human Development as Digital Citizens?Toshinori Saito. 54-66 [doi]
- Developing Inclusive Digital Pedagogies: Reflections on the Past, the Present and Future DirectionsSue Cranmer, Cathy Lewin. 67-78 [doi]
- Students' Conceptions of Programming in the Context of Game DesignFatma Batur, Torsten Brinda. 79-90 [doi]
- A Closer Look at and Confirmation of the General and Study Interests of Future Computer Science StudentsCorinna Mößlacher, Max Kesselbacher, Andreas Bollin. 91-103 [doi]
- Starter Projects in Python Programming ClassesMichael Weigend. 104-115 [doi]
- Computer Education in Australia Fifty Years AgoArthur Tatnall. 119-130 [doi]
- Computational Thinking - Forces Shaping Curriculum and Policy in Finland, Sweden and the Baltic CountriesPia Niemelä, Arnold Pears, Valentina Dagiene, Mart Laanpere. 131-143 [doi]
- Changing Computer Curricula in AustraliaAndrew E. Fluck, Anit Girgla. 144-155 [doi]
- Development of IPSJ Data Science Curriculum StandardTetsuro Kakeshita, Kazuo Ishii, Yoshiharu Ishikawa, Hitoshi Matsubara, Yutaka Matsuo, Tsuyoshi Murata, Miyuki Nakano, Takako Nakatani, Haruhiko Okumura, Naoko Takahashi, Norimitsu Takahashi, Gyo Uchida, Eriko Uematsu, Satoshi Saeki, Hiroshi Kato. 156-167 [doi]
- st Century Digital Literacy in Portugal: A Pedagogical Approach Towards a New Educational ModelAntónio Castro, Rui Trindade, Teresa Pereira. 168-178 [doi]
- Use of Vclass in Mathematics Education Delivery: The UEW ExperiencePeter Akayuure. 179-191 [doi]
- Needs and Challenges of Smart Agriculture and Entrepreneurship Education - A Case Study by the University of Agricultural Sciences, Dharwad, Karnataka, IndiaM. B. Chetti, K. V. Ashalatha, S. S. Dolli. 192-201 [doi]
- Vocational Education During School Shutdown - A Danish Case on Emergency Remote TeachingBent B. Andresen. 205-214 [doi]
- Analysis of Practical Examples of a Real-Time Online Class on Agriculture in Space, Using the Collaborative Learning Tool "Digital Diamond Mandala Matrix"Seiichiro Aoki, Shinzo Kobayashi, Takahiko Naraki, Toshio Okamoto. 215-221 [doi]
- AsTRA - An Assessment Tool for Recognition and Adaptation of Prior Professional Experience and Vocational TrainingSimone Opel, Cajus Marian Netzer, Jörg Desel. 222-233 [doi]
- Is It Real? - Learners' Perceptions on Tele-Immersive 3D Video Technology and Its Further Use in K-12 EducationErkki Rötkönen, Calkin Suero Montero, Nicolas Pope, Erkki Sutinen. 234-246 [doi]
- DigiFit4All - Conceptualisation of a Platform to Generate Personalised Open Online Courses (POOCs)Stefan Pasterk, Lukas Pagitz, Albin Weiß, Andreas Bollin. 247-258 [doi]
- What Kind of E-assessment Feedback Is Important to Students? An Empirical StudyDjordje M. Kadijevich, Danijela Ljubojevic, Nikoleta Gutvajn. 261-273 [doi]
- Shifting to a Technology-Driven Work Mode: Workplace Learning and Dynamic Capability in the Case of a Public-Sector Service OrganisationKatriina Vartiainen. 274-285 [doi]
- Digital Transformation of Education and Learning Through Information Technology in Educational ManagementJavier Osorio, Monica Banzato. 286-295 [doi]