Digital Education

Team Members

Prof. Dr. Torsten Brinda

Prof. Dr.

+49 201 18-37248
+49 201 18-36897
M.Ed. Mike Barkmin


+49 201 18-37246
+49 201 18-36897
M.Ed. Stephan Napierala


+49 201 18-34743
+49 201 18-36897


  • Brinda, T.; Kramer, M.: Programming Languages for Secondary Schools, Java. In: Tatnall, A. (Ed.): Encyclopedia of Education and Information Technologies. Springer, Cham 2019. doi:10.1007/978-3-319-60013-0_12-1CitationDetails
  • Brinda, T.; Napierala, S.; Tobinski, D.; Diethelm, I.: What Do the Terms Computer, Internet, Robot, and CD Have in Common? An Empirical Study on Term Categorization With Students. In: Acm (Ed.): Proceedings of the 13th Workshop in Primary and Secondary Computing Education (WIPSCE 2018), Potsdam, Germany, 4.-6. Oktober 2018. ACM Press, New York 2018. doi:10.1145/3265757.3265771Full textCitationDetails

    The ability to categorize concepts is an essential capability for human thinking and action. On the one hand, the investigation of such abilities is the subject of psychology, on the other hand, subjectspecific educational research is also of interest, as e. g. a number of research works in the field of biology show. For computer science education, so far there have been no corresponding studies available. This paper reports on an empirical study in which around 500 German students from primary to higher education were presented with 23 IT-related terms (such as computer, Facebook, hard drive, virus) with a request to assign these to self-defined categories and to give the categories individual names. This paper gives a first insight into the categorization behavior.

  • Brinda, T.; Napierala, S.; Behler, G.: What do Secondary School Students Associate with the Digital World?. In: Acm (Ed.): Proceedings of the 13th Workshop in Primary and Secondary Computing Education (WIPSCE 2018), Potsdam, Germany, 4.-6. Oktober 2018. ACM Press, New York 2018. doi:10.1145/3265757.3265763Full textCitationDetails

    Digitalization has progressed rapidly in recent years and will probably continue to do so in the future, which impacts all our everyday lives. Work life is changing and so is education. In 2006, the European Union dened digital competence as one of eight key competences for lifelong learning. As a result, a process of defining "education in the digital world” began, which is not yet completed. But what is the digital world anyway from the students’ points of view? In this paper, we present answers to this question given by 198 students, who were in grades 5, 8, 9, 10, 11 or 12 of German secondary schools. As part of an association test, we asked them for the terms they think of, when they hear the term "digital world" on the one hand, and the terms "digital world" and "computer science" on the other. Students often associated terms such as computer, cellphone and internet, but also programming, communication, and social networks, but could only partially relate their terms to computer science. Our results show that the age, gender, extend of computer science education received and the free time students spent on computer science topics inuenced the associations they gave. Furthermore, the results indicate, in which areas it might be worthwhile in follow-up studies to investigate learners’ interests.

  • Webb, M.; Bell, T.; Davis, N.; Sysło, M. M.; Kalas, I.; Cox, M.; Angeli, C.; Malyn‐Smith, J.; Brinda, T.; Micheuz, P.; Brodnik, A.: Tensions in specifying Computing Curricula for K-12 - Towards a principled approach for objectives. In: IT - Information Technology, Vol 60 (2018) No 2, p. 59-68. doi:10.1515/itit-2017-0017Full textCitationDetails
  • Diethelm, I.; Brinda, T.: Stellungnahme zu den Veränderungsvorschlägen zu den "Ländergemeinsamen inhaltlichen Anforderungen für die Fachwissenschaften und Fachdidaktiken in der Lehrerbildung" (Fachstandards) der Kultusministerkonferenz auf Basis der KMK-Strategie zur "Bildung. Gesellschaft für Informatik, FB Informatik; Ausbildung; der Informatik, Didaktik (Ed.), 2018. Full textCitationDetails
  • Brinda, T.: Computing Education - Editorial. In: it - Information Technology, Vol 60 (2018) No 2, p. 55-57. doi:10.1515/itit-2018-0010Full textCitationDetails
  • Brinda, T.; Tobinski, D.; Schwinem, S.: Measuring Learners’ Interest in Computing (Education): Development of an Instrument and First Results. In: Tatnall, A.; Webb, M. (Ed.): Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017, Revised Selected Papers. Springer, Cham, Switzerland 2018, p. 484-493. doi:10.1007/978-3-319-74310-3_49Full textCitationDetails

    So far, there is hardly any empirical research on the question of what raises or influences the interest of school learners in computer science or computing education. Aspects to be considered are for example pedagogical decisions of the teacher concerning contexts, phenomena, situations, or concepts to which a lesson or a lesson sequence refers, planned learner activities and many others. This paper analyses a model for describing interest in physics on its transferability to computer science, reports about the development of an online questionnaire for investigating the computing-related interests of school learners and gives results of a first empirical pilot study (based on N=141 datasets). Based on the participants’ answers concerning socio-demographical aspects, the computing interest of different groups of learners was analysed. A higher level of computing interest was found at male pupils, learners who indicated that they were striving for a computing-related job, that computing was their favourite school subject, or that they had good or very good school marks in mathematics or computing.

  • Brinda, T.: How to Implement Computing Education for All – Discussion of Alternative Organisational Models. In: Tatnall, A.; Webb, M. (Ed.): Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017, Revised Selected Papers. Springer, Cham, Switzerland 2018, p. 648-652. doi:10.1007/978-3-319-74310-3_65Full textCitationDetails

    In the context of the implementation of computing education for all school students, different implementation models are proposed and discussed: integration of computer science concepts and competencies into existing school subjects, establishment of a separate computing subject, offers of workshops and projects in schools, and out-of-school activities. Within the context of this position paper, the afore-mentioned implementation variants are discussed and evaluated.

  • Brinda, T.; Diethelm, I.: Education in the Digital Networked World. In: Tatnall, A.; Webb, M. (Ed.): Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017, Revised Selected Papers. Springer, Cham, Switzerland 2018, p. 653-657. doi:10.1007/978-3-319-74310-3_66Full textCitationDetails

    The steadily advancing digitalisation of our world requires that the education system adequately prepares everybody for the resulting challenges. Different actors in the education system often see the solution either in digital media education, or computing education. This position paper presents an integrated model – the so-called “Dagstuhl triangle”, which was developed in collaboration of computer scientists, computing and media education researchers, teachers, and IT business and foundations representatives.

  • Brinda, T.; Tobinski, D.; Schwinem, S.: Schülerinteresse an Informatik und Informatikunterricht. In: Diethelm, I. (Ed.): Informatische Bildung zum Verstehen und Gestalten der digitalen Welt (GI-Fachtagung "Informatik und Schule - INFOS 2017", 13.-15.09.2017 in Oldenburg). Köllen, Bonn 2017, p. 321-324. Full textCitationDetails

    Bislang ist noch relativ wenig empirisch erforscht, was das Interesse von Schülerinnen und Schülern an Informatik und Informatikunterricht weckt bzw. beeinĆusst. In Betracht kommen dazu bspw. didaktische Entscheidungen seitens der Lehrkraft zu informatischen Kontexten, betrachteten Phänomenen, Situationen, beteiligten informatischen Inhaltsfeldern, erforderlichen Schülertätigkeiten und vielem mehr. Der vorliegende Beitrag berichtet von einer explorativen empirischen Studie, welche das Ziel hatte, ein Instrument zur Erhebung des Interesses von Lernenden am Fach Informatik, an informatischen Alltagserscheinungen, Situationen und Kontexten sowie den vorgesehenen Unterrichtsinhalten in den Sekundarstufen zu entwickeln und zu erproben. Weiterhin sollten erste Hinweise auf Unterschiede zwischen verschiedenen Schülergruppen herausgearbeitet werden. Dazu wurden Lernende verschiedener Schulformen und Jahrgangsstufen mittels eines standardisierten Online-Fragebogens schriftlich befragt. Ein insgesamt stärker ausgeprägtes Interesse zeigte sich bei männlichen Schülern sowie Lernenden, die angaben, einen informatikbezogenen Berufswunsch zu verfolgen, dass Informatik ihr Lieblingsfach sei oder gute bis sehr gute Mathematikoder Informatiknoten zu haben.

  • Diethelm, I.; Brinda, T.; Schneider, N.: How Pupils Classify Digital Artifacts. In: Barendsen, E.; Hubwieser, P. (Ed.): Proceedings of the 12th Workshop in Primary and Secondary Computing Education (WIPSCE 2017), Nijmegen, The Netherlands, 8-10 November 2017. ACM Press, New York 2017, p. 99-100. doi:10.1145/3137065.3137079Full textCitationDetails

    The perception and previous knowledge of pupils are an essential but rarely explored part of the arrangement of computer science education. Most pupils use computers, smartphones and the Internet on a daily basis and develop their own understandings of them, but these conceptions are hardly integrated in their education. According to the idea of educational reconstruction, the pupils' processes of learning will be supported and made easier and their cognitive representations of the subject matter will get more interconnected and applicable, if their understandings are included in the educational processes. Therefore, we adopted an early study from biology education and investigated how 386 German pupils of different school types arranged, categorized and distinguished 23 terms related to the digital world (eg. "computer", "mobile phone", "Facebook"). We also asked, if any of the terms does not belong to the other terms in the opinion of each respondent, and found that robots and 3D were the most frequent terms not to belong to any of the others.

  • Brinda, T.: Medienbildung und/oder informatische Bildung?. In: Die deutsche Schule, Vol 109 (2017) No 2, p. 175-186. Full textCitationDetails

    Die Herausforderungen der durch Digitalisierung, Vernetzung und automatisierte Informationsverarbeitung geprägten Welt werden breit diskutiert, und es werden Strategien entwickelt, wie das deutsche Bildungssystem, insbesondere das schulische, diesbezüglich weiterentwickelt werden muss. In diesem Zusammenhang wird die Rolle digitaler Medienbildung besonders betont, informatische Bildung dagegen bislang vernachlässigt. Dieser Diskussionsbeitrag gibt Einblick in die Argumentationslage. 

  • Brinda, T.: Stellungnahme des Sprechers des Fachbereichs „Informatik und Ausbildung/Didaktik der Informatik“ der Gesellschaft für Informatik e.V. (GI) zum KMK-Strategiepapier „Bildung in der digitalen Welt“. 2016. Full textCitationDetails
  • Brinda, T.; Diethelm, I.; Gemulla, R.; Romeike, R.; Schöning, J.; Schulte, C.; Al., Et: Dagstuhl-Erklärung: Bildung in der digitalen vernetzten Welt. 2016. Full textCitationDetails
  • Röhner, G.; Brinda, T.; Denke, V.; Hellmig, L.; Heußer, T.; Pasternak, A.; Schwill, A.; Seiffert, M.: Bildungsstandards Informatik für die Sekundarstufe II - Empfehlungen der Gesellschaft für Informatik e.V. erarbeitet vom Arbeitskreis »Bildungsstandards SII«. Gesellschaft für Informatik e. V. (Ed.), 2016. Full textCitationDetails
  • Hubwieser, P.; Giannakos, M. N.; Berges, M.; Brinda, T.; Diethelm, I.; Magenheim, J.; Jasute, E.: A Global Snapshot of Computer Science Education in K-12 Schools. In: Acm (Ed.): Proceedings of the 2015 ITiCSE on Working Group Reports (ITICSE-WGR '15). ACM, New York 2015, p. 65-83. doi:10.1145/2858796.2858799Full textCitationDetails

    In two special issues of the ACM journal "Transactions on Computing Education" (TOCE), 14 extensive case studies about the various situations of Computer Science Education (CSE) in K-12 schools in 12 countries (respectively states) were collected. During the work at the ITiCSE 2015, we have performed a deductive qualitative text analysis on these case studies in order to extract the most useful information. As a category system, we applied some selected categories of the Darmstadt Model that was developed by the working group "Computer Science/Informatics in Secondary Schools" at the ITiCSE 2011. Based on the coding results, we summarized information about the different fields of Computing Education at schools, the intended goals and competencies, the taught content, the applied programming languages and tools and the different forms of assessment and teacher education. Despite the limitations of the analyzed articles, representing just snapshots of complex situations from the specific viewpoint of the respective authors, we were able to collect some interesting results.

  • Knobelsdorf, M; Magenheim, J.; Brinda, T.; Engbrink, F.; Humbert, L.; Pasternak, A.; Schroeder, U.; Thomas, M.; Vahrenhold, J.: Computer Science Education in North-Rhine Westphalia, Germany – A Case Study. In: ACM Transactions on Computing Education, Vol 15 (2015) No 2. doi:10.1145/2716313Full textCitationDetails

    In North-Rhine Westphalia, the most populated state in Germany, Computer Science (CS) has been taught in secondary schools since the early 1970s. This article provides an overview of the past and current situation of CS education in North-Rhine Westphalia, including lessons learned through efforts to introduce and to maintain CS in secondary education. In particular, we focus on the differential school system and the educational landscape of CS education, the different facets of CS teacher education, and CS education research programs and directions that are directly connected with these aspects. In addition, this report offers a rationale for including CS education in general education, which includes the educational value of CS for students in today’s information and knowledge society. Through this article, we ultimately provide an overview of the significant elements that are crucial for the successful integration of CS as a compulsory subject within secondary schools.

  • Brinda, T.; Hubwieser, P.: A lecture about teaching informatics in secondary education: lecture design and first experiences. In: Acm (Ed.): Proceedings of the fifteenth annual conference on Innovation and technology in computer science education (ITICSE 2010). ACM Press, New York 2010, p. 320-320. CitationDetails

    In this contribution the authors present an innovative conception of and first experiences with a lecture "Didactics of Informatics I (DoI1)", which is a mandatory lecture for Informatics student teachers at the Universities of Erlangen-Nuremberg and the Technical University of Munich (Germany).

    Full text in the ACM Digital Library

  • Brinda, T.; Hubwieser, P.: Teaching didactics of informatics to secondary school informatics student teachers. In: Benzie, D.; Lai, K.; Reffay, C. (Ed.): Proceedings of the IFIP Working Conference: New Developments in ICT and Education (IFIP Working Conference: New Developments in ICT and Education, Amiens, France). UMR STEF - ENS de Cachan, Cachan Cedex 2010. CitationDetails
  • Puhlmann, H.; Brinda, T.; Fothe, M.; Friedrich, S.; Koerber, B.; Röhner, G.; Schulte, C.: Grundsätze und Standards für die Informatik in der Schule. Bildungsstandards Informatik für die Sekundarstufe I. Empfehlungen der Gesellschaft für Informatik e. V. erarbeitet vom Arbeitskreis "Bildungsstandards". In: LOG IN, Vol 28 (2008) No 150. CitationDetails


  • Brinda, T.: Phänomene einer digitalisierten Welt - Didaktik 4.0? - Diskussionsrunde; Learntec, 31.01.2018, Karlsruhe. Details
  • Brinda, T.: Konkurrenz oder Kooperation: Medienbildung und Informatik; LMZ-Bildungskongress 2017, 23.10.2017, Haus der Wirtschaft, Stuttgart. Details
  • Brinda, T.: Strukturierung der Diskussion um Digitale Bildung - Eingeladener Vortrag; MINT Zukunft schaffen: Hub-Konferenz 2017 - Auf dem Weg zur digitalen Schule, 27.04.2017, SAP Berlin.
  • Brinda, T.: Stellungnahme zur KMK-Strategie "Bildung in der digitalen Welt" - Eingeladener Vortrag; Parlamentarischer Abend, 23.03.2017, Berlin.
  • Brinda, T.: Welche Kompetenzen sind für die durch Digitalisierung geprägte Welt erforderlich? - Eingeladener Vortrag; Digitaler Bildungspakt - die Konferenz, 09.11.2016, Berlin.
  • Brinda, T.: Ohne informatische Bildung keine digitale Bildung - Eingeladener Vortrag; Fachgespräche Informatik, 24.10.2016, Stuttgart.
  • Brinda, T.: Konzept- und Umsetzungsvorschläge für eine digitale Bildung - Eingeladener Vortrag; Parlamentarischer Abend, 18.10.2016, Berlin.