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Classifying CT Education.

Classifying CT Education.

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Figure 1: Classification Model Axes.
Figure 2: Classifying Learning Environments.
Figure 3: Classifying CT Education.
Figure 4: Action Research as an Iterative Process compared to the...
+5 Figure 5: Evolution of the First Workshop Iteration.
Practitioner Integrated Education for Vital Computational Thinking Skills
Conference Paper
Full-text available
  • Jul 2023
The leap from formal education to a modern work environment is often surprisingly difficult. Having young people struggle in these transitional periods while entrepreneurs and businesses strive to merge new team members is a worthy cause to investigate. The process of teacher education can not adequately cope with the intensity of technological and...
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... A classification of learning environments by Pollak et al. (2023) places formal educational on a plane with the axes practice to theory and compartmentalised to interdisciplinary as shown in Figure 10. According to the diagram maker education appears to be a promising means of filling this gap, although it remains a significant challenge to integrate it in the formal school system. ...
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This dissertation explores the role of makerspaces in formal education, with a focus on technical education at the upper secondary level in Austria. Given the increasing importance of empowering educational institutions to foster 21st century skills and diversifying technical education in Austria to address the lack of technicians and engineers, this research is of great relevance as makerspaces in education empower both. The research questions explore the significance of makerspaces for (technical) secondary education and the process of establishing a makerspace in an (Austrian) secondary school. The conceptual framework is based on a comprehensive literature review that provides an overview of the Austrian education system with a focus on formal technical education and the gender gap on the technical secondary level. In addition, makification, makerspaces, and their importance for enhancing education are discussed. An extensive case study combined with quantitative data explores the development of an open makerspace at HTL Hollabrunn, a technical secondary school in Lower Austria. The findings provide insights into the successful utilization of a makerspace to enhance technical education, and support youth development, and diversification. Finally, the conclusions emphasize the significance of makerspaces for secondary education and provide a guide for the implementation of a makerspace in school.
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