國立虎尾科技大學 |

Digitally transformed education = are we there yet? : 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, Bournemouth, UK, February 27-March 1, 2024 : revised selected papers /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Digitally transformed education/ edited by Margaret Leahy, Christophe Reffay.
Reminder of title:	are we there yet? : 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, Bournemouth, UK, February 27-March 1, 2024 : revised selected papers /
remainder title:	OCCE 2024
other author:	Reffay, Christophe.
Published:	Cham :Springer Nature Switzerland : : 2025.,
Description:	xv, 284 p. :ill. (some col.), digital ; : 24 cm.;
Contained By:	Springer Nature eBook
Subject:	Computer and Information Systems Applications. -
Online resource:	https://doi.org/10.1007/978-3-031-88744-4
ISBN:	9783031887444

Digitally transformed education = are we there yet? : 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, Bournemouth, UK, February 27-March 1, 2024 : revised selected papers /
Digitally transformed educationare we there yet? : 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, Bournemouth, UK, February 27-March 1, 2024 : revised selected papers /[electronic resource] :OCCE 2024edited by Margaret Leahy, Christophe Reffay. - Cham :Springer Nature Switzerland :2025. - xv, 284 p. :ill. (some col.), digital ;24 cm. - IFIP advances in information and communication technology,7341868-422X ;. - IFIP advances in information and communication technology ;390..

Digital Education in Schools, Higher Education and Communities. -- Shapes of Data Literacy in Germany's Higher Educational Landscape: An Empirical Snapshot of an Emergent Discipline. -- Professional Development for Teachers in Artificial Intelligence and Data Literacy. -- Lecturers' Perspectives Regarding AI Competencies for Non-Computer Science Students in Undergraduate Education. -- Media Literacy Learning with Social Media Simulators and the Formation of Learner's Attitude. -- Teachers' Insight: Digital Threats that Imperil Children and Teenagers. -- Improving Transparency in School Admission Web Forms Through User-Centric Privacy Notices - A Privacy by Design Perspective. -- Designing a Learning Environment to Foster Competencies in Information Systems through Business Games. -- co.LAB: a Web Platform Dedicated to the Design and Evaluation of Learning Games. -- Exploring collaborative learning through a virtual software engineering course. -- Virtual Haptic Simulators: Diversifying the Technologies to Enhance Teaching and Learning in Higher Education. -- Turning Technophobia into Technophilia: A Study on Academic Staff at the University of Latvia. -- Empowering Marginalized Communities through Digital Education: Building a Research Framework Based on the Capability Approach. -- EduAbility: An assistive technology awareness and training package. -- Computing Education in Schools and Higher Education. -- Informatics Competencies for All Teachers - Development of Recommendations for Teacher Education. -- Towards Success Factors for Informatics Modules in Teacher Education. -- Success Factors of a Large-Scale In-Service Teacher Training in Computer Science. -- Computer Science for All: Teacher Training for In-service Teachers. -- The Role of Tables in Computational Thinking and Mathematical Thinking. -- T eachers' Notions of Computing-Related Concepts in Digital Games Popular among Secondary School Students. -- Exploring Computational Thinking as a Predictor to Identify Conceptual Understanding of Programming. -- A System for Programming Examinations with Block Components. -- How is the Gender Image of Programming Different from Other Subjects? A Quantitative Study for Japanese Students. -- Examining the Subtlety of Gender Bias in the Australian Digital Technologies Curriculum. -- Contributions of IFIP TC3 to Digital Education. -- The Contribution of the Official TC3 Journal (EAIT) to Digital Education and Learning during the Global Health Emergency. -- T he Contribution IFIP WG3.4 has made over 40 Years to Developments in Higher, Vocational, and Lifelong Learning.

This book constitutes the refereed post-conference proceedings of the 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, held in Bournemouth, UK, during February 27 - March 1, 2024. The 22 full papers and 3 short papers included in this volume were carefully reviewed and selected from 72 submissions. They were organized in topical sections as follows: Digital Education in Schools, Higher Education and Communities; Computing Education in Schools and Higher Education; and Contributions of IFIP TC3 to Digital Education.

ISBN: 9783031887444

Standard No.: 10.1007/978-3-031-88744-4doiSubjects--Topical Terms:

1365732
Computer and Information Systems Applications.

LC Class. No.: LB1028.3

Dewey Class. No.: 371.334

Digitally transformed education = are we there yet? : 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, Bournemouth, UK, February 27-March 1, 2024 : revised selected papers /
LDR:04408nam a2200349 a 4500 001 1161800
003 DE-He213
005 20250425130210.0
006 m d
007 cr nn 008maaau
008 251029s2025 sz s 0 eng d
020 $a 9783031887444 $q (electronic bk.)
020 $a 9783031887437 $q (paper)
024 7 $a 10.1007/978-3-031-88744-4 $2 doi
035 $a 978-3-031-88744-4
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1028.3
072 7 $a JNV $2 bicssc
072 7 $a EDU039000 $2 bisacsh
072 7 $a JNV $2 thema
082 0 4 $a 371.334 $2 23
090 $a LB1028.3 $b .D574 2024
245 0 0 $a Digitally transformed education $h [electronic resource] : $b are we there yet? : 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, Bournemouth, UK, February 27-March 1, 2024 : revised selected papers / $c edited by Margaret Leahy, Christophe Reffay.
246 3 $a OCCE 2024
260 $a Cham : $c 2025. $b Springer Nature Switzerland : $b Imprint: Springer,
300 $a xv, 284 p. : $b ill. (some col.), digital ; $c 24 cm.
490 1 $a IFIP advances in information and communication technology, $x 1868-422X ; $v 734
505 0 $a Digital Education in Schools, Higher Education and Communities. -- Shapes of Data Literacy in Germany's Higher Educational Landscape: An Empirical Snapshot of an Emergent Discipline. -- Professional Development for Teachers in Artificial Intelligence and Data Literacy. -- Lecturers' Perspectives Regarding AI Competencies for Non-Computer Science Students in Undergraduate Education. -- Media Literacy Learning with Social Media Simulators and the Formation of Learner's Attitude. -- Teachers' Insight: Digital Threats that Imperil Children and Teenagers. -- Improving Transparency in School Admission Web Forms Through User-Centric Privacy Notices - A Privacy by Design Perspective. -- Designing a Learning Environment to Foster Competencies in Information Systems through Business Games. -- co.LAB: a Web Platform Dedicated to the Design and Evaluation of Learning Games. -- Exploring collaborative learning through a virtual software engineering course. -- Virtual Haptic Simulators: Diversifying the Technologies to Enhance Teaching and Learning in Higher Education. -- Turning Technophobia into Technophilia: A Study on Academic Staff at the University of Latvia. -- Empowering Marginalized Communities through Digital Education: Building a Research Framework Based on the Capability Approach. -- EduAbility: An assistive technology awareness and training package. -- Computing Education in Schools and Higher Education. -- Informatics Competencies for All Teachers - Development of Recommendations for Teacher Education. -- Towards Success Factors for Informatics Modules in Teacher Education. -- Success Factors of a Large-Scale In-Service Teacher Training in Computer Science. -- Computer Science for All: Teacher Training for In-service Teachers. -- The Role of Tables in Computational Thinking and Mathematical Thinking. -- T eachers' Notions of Computing-Related Concepts in Digital Games Popular among Secondary School Students. -- Exploring Computational Thinking as a Predictor to Identify Conceptual Understanding of Programming. -- A System for Programming Examinations with Block Components. -- How is the Gender Image of Programming Different from Other Subjects? A Quantitative Study for Japanese Students. -- Examining the Subtlety of Gender Bias in the Australian Digital Technologies Curriculum. -- Contributions of IFIP TC3 to Digital Education. -- The Contribution of the Official TC3 Journal (EAIT) to Digital Education and Learning during the Global Health Emergency. -- T he Contribution IFIP WG3.4 has made over 40 Years to Developments in Higher, Vocational, and Lifelong Learning.
520 $a This book constitutes the refereed post-conference proceedings of the 4th IFIP TC 3 Open Conference on Computers in Education, OCCE 2024, held in Bournemouth, UK, during February 27 - March 1, 2024. The 22 full papers and 3 short papers included in this volume were carefully reviewed and selected from 72 submissions. They were organized in topical sections as follows: Digital Education in Schools, Higher Education and Communities; Computing Education in Schools and Higher Education; and Contributions of IFIP TC3 to Digital Education.
650 2 4 $a Computer and Information Systems Applications. $3 1365732
650 1 4 $a Computers and Education. $3 669806
650 0 $a Educational technology $v Periodicals. $3 584820 $3 727104
650 0 $a Computer-assisted instruction $v Case studies. $3 563005 $3 727319
700 1 $a Reffay, Christophe. $3 1488751
700 1 $a Leahy, Margaret. $3 1488750
710 2 $a SpringerLink (Online service) $3 593884
711 2 $a Workshop on the Preservation of Stability under Discretization $d (2001 : $c Fort Collins, Colo.) $3 527686
773 0 $t Springer Nature eBook
830 0 $a IFIP advances in information and communication technology ; $v 390. $3 881349
856 4 0 $u https://doi.org/10.1007/978-3-031-88744-4
950 $a Computer Science (SpringerNature-11645)