Titlebook: Empowering Teaching for Digital Equity and Agency; IFIP TC 3 Open Confe Torsten Brinda,Don Passey,Therese Keane Conference proceedings 2020

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Empowering Teaching for Digital Equity and Agency978-3-030-59847-1Series ISSN 1868-4238 Series E-ISSN 1868-422X

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M. Fazley Elahi,Fujun Wang,Yan Li,Lu Wangf digital solutions and to develop thinking skills in problem solving. This theoretical paper examines a conceptual framework with the potential to form a working model for teachers teaching Computer Science/Digital Technologies in K-12 classrooms. Using Technacy Theory as a framework promises ideas

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R. Bonnett,M. C. Berenbaum,H. Kaurluded the suitability of the assessment task to computerisation, ease of use of the e-examination (e-exam) software, technical reliability, and the perceived security of the approach. A case study was conducted around the introduction of computerised tests into a second-year undergraduate biochemist

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https://doi.org/10.1007/978-3-211-99739-0ng that the children they work with develop computational thinking. It is therefore essential that their teachers are adequately prepared to include computational thinking as part of their pedagogical classroom practices. Moreover, it is argued that this preparation should begin at pre-service level

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