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This paper investigates cultural differences in a comparison of the educational and research environments in two different countries: USA and Germany. These countries were chosen because they represent very converse approaches. A number of examples are used to argue that the differences
are deeply anchored in different cultural values and may even reflect different personality type distributions in both countries. Thus, a working style is found that is more oriented toward cooperation in the USA and more toward individual work in Germany. Though currently countries are integrating
each other's approaches and thus are converging, society is also faced with the challenge of keeping and supporting individual strengths.

Computer science degree programs have proliferated due to the demands of industry and the pressures placed on higher education institutions by national governments. In tandem with this, the technological familiarity presumed in most undergraduate degree programs has also increased significantly, particularly in the Engineering and Science based disciplines. The computer science skills that these students are assumed to have, or are expected to acquire and develop, span a very broad spectrum of computer-based engagement. Many studies have highlighted the significant percentages of students who start degree programs in these areas and then fail to progress beyond the first year. Universities have been required to engage with, and address, the fundamental challenges facing these students and to support their successful progression throughout their undergraduate careers. ; TARA (Trinity?s Access to Research Archive) has a robust takedown policy. Please contact us if you have any concerns: rssadmin@tcd.ie

Learners and teachers use different tools to carry out the learning activities. These instruments evolve and change, what means that learning activities are being influenced depending of the context that surrounds the educational processes. The Information and Communication Technologies application to teaching and learning processes implies a revolution regarding to the way learning and teaching is performed. However this model did not provide as many advantages as it were supposed to and a new change is necessary. Against this background rise web 2.0 tools and tendencies, which is another evolution on the way learners and teachers interact but those tools should be incorporated and adapted to the existing systems. This is not an easy task and means to take into account the users, the tools, the interoperability between learning tools, etc. Along this paper the problem of how to integrate 2.0 tools into institutional learning system is explored, specially focused on how through PLE and by using interoperability solutions it is possible to take advantage of 2.0 tools in learning and teaching processes. It is proposed a simply way to integrate such tools with the existing systems and an experience that demonstrate how to apply it. This experience is based on the use of twitter in a classroom. From that experience can be shown that the integration of 2.0 tools is not complex and improves students' participation and motivation, which could have associated a learning improvement. ; This work is partially supported by the Ministry of Industry, Tourism and Trade of Spain (project TSI-020302-2010-2), the Ministry of Education and Science of Spain (project TIN2010-21695-C02) and the Government of Castilla y León through the project GR47.

This study was essentially carried out to generate opinions and perceptions of teachers in rural settlements of Ijero local government area of Ekiti State Nigeria towards importance of Computer Science Education in Secondary School curriculum. This study adopted the descriptive survey method using self- structured questionnaire to collect data from teachers randomly selected in Seven Secondary Schools owned by Government, Private and Christian mission in Ijero Local Government area of Ekiti State. The population of the study include all secondary school teachers in Ijero-local government area of Ekiti State, Nigeria. A sample population of 140 teachers was used for the study. The research instrument used was a questionnaire entitled "Teachers' perception towards importance of Computer Science education in secondary schools curriculum in Ijero local government, Ekiti -State". A descriptive statistics of frequency count and percentage was used to generate opinions and level of acceptability of teachers in the study area towards teaching computer science education in secondary schools. Findings revealed that higher percentages of the teachers agreed that computer science education should be introduced in secondary school they are of the opinion that it will improve the level of proficiency and adaptability of both students and teachers to computer knowledge and information technology especially in the rural settlements where facilities are observed to be inadequate.

Informatik hier, Medienpädagogik dort. Informatische Bildung hier, Medienbildung dort. Der Diskurs um digitale Medien in der Bildung zeigt eine duale Aufspaltung bzw. zwei parallel verlaufende, teils schwer verbindbare Aktionsfelder, die von jeweils unterschiedlichen Akteurinnen und Akteuren bedient werden. Eine solche Dualität könnte bspw. auf die jeweiligen Herkunftsdisziplinen, der Informatik bzw. Pädagogik, Kommunikations- und Medienwissenschaft, zurückgeführt werden, wodurch sich widersprechende Logiken und Ziele sowie letztlich eine problematische zweigleisige Koexistenz ergeben. Dabei beanspruchen die Disziplinen die thematische Vorherrschaft gegenüber den anderen. Aktuell scheint etwa die stärkere Thematisierung des Begriffs «Computational Thinking» zulasten der Medienbildung bzw. Medienpädagogik zu gehen. Der Beitrag diskutiert das Beziehungsverhältnis von Informatischer Bildung und Medienbildung entlang einer Darlegung möglicher Gemeinsamkeiten und Unterschiede. Im Anschluss werden anhand der Verortung von Anliegen beider Diskurse in der pädagogischen Praxis Möglichkeiten und Grenzen der konzeptuellen Verbindung der Informatischen Bildung mit der Medienbildung ausgelotet. Dies mündet in einer kritischen Einordnung des Lehrplans der Verbindlichen Übung «Digitale Grundbildung» für österreichische Schulen der Sekundarstufe I, der Ansätze einer Verzahnung von Medienbildung und Informatischer Bildung erkennen lässt. Leitend ist dabei die These, dass die Medienbildung sich der Informatik und diese sich der Medienbildung öffnen solle, um den Anforderungen einer digital-vernetzten Lebenswelt gerecht zu werden. ; In the German speaking discourse of education, media, IKT, digital skills e.g., there is a huge gap between concerns of computer science and media education. Based on rather politic initiatives as well as of the engagement from a more technical perspective the term «digital education» (German: "Digitale Bildung" or "Digitale Grundbildung") is more and more present. In the scientific discourse of education and particularly in media education the term "Medienbildung" and "Medienkompetenzen" (similar to "media literacy") are used. It seems that these two research fields pursue similar goals and serve fields of action and yet show insurmountable differences. A possible reason for this contradiction lies in their origins in different disciplines: computer science on the one and the pedagogic and media science on the other hand. This article aims to discuss the conceptual relationship between computer science education and media education after explaining possible similarities and differences of the concepts. In the context of Computational Thinking, a critical look is taken at the curriculum for the mandatory exercise "digital education" in Austrian secondary schools, which reveals approaches to interleave media education and informatics. The guiding principle is always the thesis that media education should open up to computer science and that computer science should open up to media education.

Mit der Verbreitung und scheinbaren ‹Allgegenwart› von IuK-Technologien in vielen gesellschaftlichen Bereichen geht das Erzeugen von grossen Datenmengen einher. Diese ‹Big Data› sind vielfach unstrukturiert, auf viele Quellen verteilt, teilweise unvollständig und zumeist nicht miteinander verknüpft. Sie können von verschiedenen Interessensgruppen für je spezifische Zwecke ausgewertet werden. Die damit verbundenen gesellschaftlichen Auswirkungen zeigen sich u.a. auf sozialer, ökonomischer, politischer, ethischer und kultureller Ebene. Da Digitale Medien und Informatiksysteme bei der Erzeugung, Verarbeitung und Nutzung von ‹Big Data› eine zentrale Rolle spielen und sie, z.B. in Form von ‹Social Media›, einen hohen Bezug zur Alltagswelt von Jugendlichen haben, kommt ihnen auch in der Medienpädagogik und der informatischen Bildung eine erhebliche Bedeutung zu. Der Beitrag setzt sich mit gesellschaftlichen Auswirkungen von ‹Big Data› auseinander und versucht aufzuzeigen, welche Aufgaben daraus für die Medienpädagogik und die informatische Bildung erwachsen. Es werden gemeinsame, sich ergänzende und spezifische Aufgabenfelder für beide Bildungsbereiche aufgezeigt und die Notwendigkeit einer interdisziplinären multiperspektivischen Sicht auf ‹Big Data› im Unterricht begründet. Für einen derartigen Unterricht stehen eine Reihe von geeigneten Softwaretools zur Verfügung, die im Informatikunterricht aber auch in anderen Fächern oder in fachübergreifenden Projekten genutzt werden können. ; The ubiquitous presence of information and communication technologies in many areas of society is accompanied by the generation of large amounts of data. This ‹Big Data› is often unstructured, distributed over many sources, partly incomplete and mostly not linked with each other. Different interest groups can evaluate them for specific purposes. The associated social impact can be seen on a social, economic, political, ethical, and cultural level. Digital media and Informatic Systems play an essential role in the generation, processing, and use of ‹Big Data›. For example, ‹Social Media› have high relevance to the everyday life of young people. Therefore, ‹Big Data› also pose a significant educational challenge for Media Pedagogy and Computer Science Education. The article deals with the social effects of ‹Big Data› and tries to reveal which tasks arise for media pedagogy and computer science education. Joint, complementing, and specific tasks for both educational fields are pointed out, and the necessity of an interdisciplinary multi-perspective view of ‹Big Data› in education is justified. Several suitable software tools are available for such learning and teaching, which can be used in computer science lessons, in other subjects or interdisciplinary projects.