# Informatics for Teachers of All Subjects: A Balancing Act Between Conceptual Knowledge and Applications

Daniel Braun, Melanie Seiss, Barbara Pampel

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Daniel Braun, Melanie Seiss, Barbara Pampel. Informatics for Teachers of All Subjects: A Balancing Act Between Conceptual Knowledge and Applications. IFIP World Conference on Computers in Education (WCCE), Aug 2022, Hiroshima, Japan. pp.463-474, 10.1007/978-3-031-43393-1_43. hal-05533315

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# Informatics for Teachers of All Subjects: A Balancing Act Between Conceptual Knowledge and Applications

Daniel Braun<sup>15</sup>, Melanie Seiss<sup>(✉)</sup><sup>15</sup>, and Barbara Pampel<sup>15</sup>

University of Konstanz, Konstanz, Germany
{d.braun,melanie.seiss,barbara.pampel}@uni-konstanz.de

**Abstract.** In this paper we argue for the need to incorporate basic informatics training for teachers of all subjects. We suggest that topics need to be carefully motivated by application scenarios all teachers can connect to. We present our ideas on which content should be taught in a course for teacher education students at a university, citing motivating examples. We then give insights into how the participants of our course judged the content to be relevant for them and to which extend they considered it to be part of general knowledge.

**Keywords:** Digital education · Teacher education · Computer Science · Informatics

## 1 Introduction

In recent years it has become more and more clear that children need to be equipped early on for the challenges of the digitalised world. In many approaches, the competencies needed also include basic knowledge of informatics.<fnref n="1" /> In Germany, the Standing Conference of the Ministers of Education and Cultural Affairs published a strategy (“KMK strategy” [1]) that lists which digital competencies school children should acquire. One component of this strategy defines the competencies to recognise and understand algorithms in digital tools and to plan and use structured algorithmic sequences to solve problems. Similar perspectives exist in many countries and the discussion about basic informatics knowledge of school children has moved from the question whether such knowledge is actually needed (e.g. [2,3]), to more detailed questions on how such content can be incorporated into the curriculum (e.g. [4,5]). Further, the International Computer and Information Literacy Study (ICILS) 2018 [6,7] not only

<footnote n="1">¹ There are many slightly different interpretations of the term *informatics*. In this paper we use it synonymous with the term *computer science*, i.e. referring to the scientific discipline concerned with the study of computation, automation and information. In this sense, we consider teaching computational thinking as a subpart of informatics education.</footnote>
evaluated the students' skills in using a computer, gathering information, pro-
ducing information and digital communication, but also included a sub-study
on the students' competencies in computational thinking [2], which shows that
they consider computational thinking to be relevant.

The discussion whether teachers of all subjects should have such basic knowl-
edge of informatics is, at least to our knowledge, not very advanced yet in the
international context. The framework DigCompEdu [8], for example, lists many
skills teachers need for teaching in a digitalised world, but it does not explicitly
incorporate informatics knowledge or knowledge about computational thinking,
while Yadav et al. [9] report about incorporating concepts of computational
thinking in a required educational psychology class for future K-12 teachers.

In Germany, the KMK strategy [1] and its additional recommendations [10]
propose that imparting digital competencies should be incorporated into various
subjects. This fact, together with the aim that school children should acquire
basic informatics competencies, lead to extensive claims that teachers of all sub-
jects should acquire some basic competencies in informatics [11–14] as well as
first proposals of what courses for teacher education students should look like
[15–17]. This call for the incorporation of informatics competencies has now also
been taken up in recent official political recommendations, explicitly by the Sci-
entific Commission of the Standing Conference of the Ministers of Education
and Cultural Affairs [18]. In their recommendations, they acknowledge the need
for a comprehensive education of teachers (as well as school children) in the field
of digitalisation and basic informatics competencies.

Thus, while it is relatively clear that informatics should be included in teacher
education programmes, it is not established yet what content should be taught
and how this should be taught. Findings [19,20] suggest that teacher education
students are less digitally inclined and proficient than students of other study
programmes. This probably implies that, on average, they are also less interested
in and open for informatics knowledge. They may think that informatics does not
play a role in their subjects or in their daily work because the underlying concepts
of informatics are not obvious at first glance. However, this misconception can
quickly reveal limits when technical aids or informatics applications do not work
or must be (re)adapted.

This means that a course designed for such students needs to demonstrate
how informatics knowledge can support their professional goals. Such a course
should therefore carefully select the topics that are relevant for teachers of all
subjects and link the content to practically relevant problems. It should provide
students with a sufficient breadth of informatics topics that go beyond a pure user
perspective, to avoid the mere acquisition of non-transferable product or user
knowledge. On the other hand, it should still show the relevance of the treated
topics with selected application examples from the everyday life of teachers as
well as highlight the socio-cultural perspective. Such an offering then makes
it possible to acquire informatics knowledge even for those students who have
particular reservations and uncertainties with regard to their own prerequisites
and abilities. This, in turn, can enable them to recognise the effects of informatics
systems and principles with respect to digitalisation in their own subjects and to take an active role in these areas.

We discuss which topics and motivating application examples should be included in an informatics course for teacher education students from all subjects from our perspective. As an example, we present our experience with designing and teaching such a course at the University of Konstanz for students studying to become secondary school teachers. In a study with the participants of the course, we evaluated their perspectives about the relevance of the selected informatics topics for their future profession as a teacher as well as their general importance in a digitalised world. In the remainder of this paper, we present the course as well as the evaluation results. We also address new ideas of how to enhance the motivation for those topics that were still rated as less relevant.

## 2 Background Information

Our course has been offered at the University of Konstanz each term since the winter term 2020/21. The University of Konstanz is a university in Southern Germany with approximately 11,000 students (of which approximately 1500 are teacher education students) and belongs to the “Universities of Excellence” in Germany. The course was designed as part of the project “Edu 4.0: Digitalisation in Teacher Education” [21], which is funded by the Federal Ministry of Education and Research in the framework of the joint “Qualitätsoffensive Lehrerbildung” of the federal and state governments, a quality enhancement campaign in teacher education.

Besides our course, the project offers other courses for students in education programmes on topics like how to incorporate digital media in teaching. This means that in our course we can concentrate on informatics aspects and motivate them by application examples, but we do not need to teach a comprehensive introduction of how digital media can be used for teaching.

The project also includes training for university lecturers and tries to incorporate digital education into the curriculum of teacher education programmes. In this way, the project itself has a wide scope and tries to change the orientation of the university's teacher education programmes towards including digital and informatics aspects more generally.

In addition, a cross-disciplinary programme called “Advanced Data and Information Literacy Track (ADILT)”<fnref n="2" /> aims to teach informatics competencies to students of all study programmes, i.e. it is also open for teacher education students [22]. The ADILT is part of the government's Excellence Strategy and allows students to obtain an additional certificate in Data Computing. Our course and also the other courses offered by the Edu 4.0 project can be credited towards this certificate, which means that our course can function as a stepping stone for further engagement with digital and informatics topics.

<footnote n="2">² https://www.uni-konstanz.de/en/adilt/.</footnote>
# 3 Description of the Course

As already mentioned in the introduction, our course is offered to teacher education students of all subjects. Therefore, the course is offered in the area of educational sciences as an elective course with 3 ECTS credits and 2 weekly teaching hours. Every week a new topic is introduced for which we rely on a purely digital learning environment including learning videos or digital units created with the help of an authoring tool. Further, students need to hand in compulsory exercises, some of which are corrected automatically and others assessed by tutors. In addition, we offer live video conferences on selected topics (e.g. algorithmics). Here, questions can be clarified directly with the lecturers and tutors and, if necessary, it is also possible for students to work together on assignments in break-out rooms.

This setup enables us to prepare and integrate important informatics content digitally in an appropriate way for prospective teachers. We maximize the relevance of this course for teachers by considering concrete examples of how to use this content from the outset of the course. The content of the units was deliberately compiled to ensure maximum transferability as we target our course at teacher education students who are not scientifically oriented towards informatics. This means that as many examples as possible are integrated that could play a role in their future professional life. The knowledge and skills should be as universally applicable as possible to concrete situations since the primary aim is to impart conceptual rather than product knowledge. In case of doubt, we can adjust the technical level of the course because the students can attend other introductory courses in informatics as an alternative or a supplement.

Despite the focus on motivating application examples and the adaption of the technical level, the course aims at imparting conceptual knowledge rather than pure troubleshooting for problems teachers could encounter in their teaching. Relevant informatics content and concepts are usually difficult to recognise for those not familiar with the subject. This is because one aspect of the widespread digitalisation (in the teaching profession) is that these competencies often only play a role in the background, as software or services are usually designed to be as user-friendly as possible. But making tools easy and straightforward to use often leads to their usage being rather restricted, leading to the lack of user's conceptual knowledge becoming problematic when difficulties or application errors arise and need to be solved independently. This is where the following questions come in: What conceptual knowledge is important from our perspective? Which application examples can we use to effectively demonstrate the added value?

As no official recommendations for informatics basics for prospective teachers exist so far, as has been laid out in the introduction, we chose the topics for the course based on those considerations and adapted the motivating examples as well as the deeper informatics content according to the feedback provided in the course. The first session covers the organisational matter as well as a general introduction what informatics is. In this session, we also provide the students with insights about the current educational political developments, i.e. of how informatics is incorporated in the school curriculum. After this first session, we
cover the following topics in our seminar plan: computer systems, encoding and storing data, data protection and security, computer networks, and algorithmics and programming. In Table 1, each topic is briefly presented with key points on content and relevance or practical examples to provide an overview of the applications on which emphasis has been placed. Following this, the individual topics are described with further details to provide a more concrete insight.

<table><caption>**Table 1.** Topics and contents of the course</caption><thead><tr><td>Topic</td><td>Contents</td><td>Application (relevance)</td></tr></thead><tbody><tr><td>Computer systems</td><td>Components of a computer, Von-Neumann-Architecture</td><td>Purchase of appropriately equipped computers</td></tr><tr><td>Encoding and storing data</td><td>Number systems, encoding of numbers, characters, colours, images, file formats for tables and texts</td><td>Creating texts and graphics; Collaboration (cross-system)</td></tr><tr><td>Data protection and security</td><td>Basic aspects of data protection regulation, encryption</td><td>Messenger-services, Meta's data policy, encrypting emails and documents</td></tr><tr><td>Computer networks</td><td>Addressing (IPv4, IPv6), DNS, client-server model, encryption and certificates</td><td>Tracking, censorship, security aspects, VPN</td></tr><tr><td>Algorithmics and programming</td><td>Variables, loops, iteration, recursion, machine learning, artificial intelligence</td><td>Data processing, technical systems, image recognition</td></tr></tbody></table>

## 3.1 Computer Systems

The unit on computer systems is the first unit after a general introduction to the course and the definition of informatics. It covers the main components of a computer, e.g. the mainboard, CPU, hard disk, working memory etc. For these components, we also address existing standards. This is especially important when learners are used to the packed design of mobile devices that cannot be opened. In the unit, the students gain an insight into these components and can for example make an informed decision when buying a new computer.

The unit also covers the Von-Neumann-Architecture and the basic concepts of encoding and storing data with a focus on logic and gates. It also includes the distinction between kilobytes and kibibytes to draw the attention to potential differences between the specifications of a product and the storage size the computer shows.

## 3.2 Encoding and Storing Data

Following the unit on computer systems, we introduce the basics of encoding data in more detail, including the binary system and the conversion between
different systems. Information on encoding standards for numbers and characters (here ASCII, Unicode and UTF-8) is then motivated by problems that occur with different encodings across different systems when working together on a document, for example. We then move on to discuss the encoding of images. This knowledge will for example help teachers learn the difference between pixel graphics and vector graphics. Based on the advantages and disadvantages of each encoding, they can then make an informed decision about which format should be used. If high scalability is needed, vector graphics might be more appropriate, but in contrast, pixel graphics are often better supported by older projectors or printers, for example.

## 3.3 Data Protection and Security

Teachers need to be able to store and share personal data confidentially and securely due to privacy and data security requirements. Thus, two units of the course deal with data protection and security. In the first unit, we concentrate on data protection guidelines and give them a brief introduction to the EU's General Data Protection Regulation (GDPR), its applications in German schools and the conflicts that arise when using US tools that do not adhere to these strict data regulations. The aim of this unit is to provide the students with a basic understanding of the regulations so that they can follow ongoing discussions about data protection in general and in the school context. The assignments thus not only deal with the basic rules of the GDPR but also involve dealing with recent discussions in this context, i.e. with the question of whether WhatsApp or Youtube can be used in schools.

While this unit makes clear that teachers need to take care when dealing with student data, the second unit discusses how data can be protected. To understand the basic underlying mechanisms, we introduce some historic encryption methods such as Caesar and Vigenère cipher and point out the basic principles of modern encryption methods such as symmetric and asymmetric keys. For those interested, we also offer additional material explaining the public key encryption methods RSA and Diffie-Hellman in more detail. This should then enable the students to understand how end-to-end encryption basically works. For practical applications, they are asked to encrypt a file with a well known encryption tool and set up email encryption.

## 3.4 Computer Networks

Many devices and apps in class nowadays need a permanent connection to servers in the school network or the internet. In many application scenarios, the app then no longer works, although the device is actually fully operational. The consequence can be that the lesson content has to be postponed. This is why the topic of computer networks is of fundamental importance for teachers because with basic background knowledge they can solve typical challenges arising from
simple network problems themselves. Furthermore, when using web-based ser-
vices, teachers need to pay additional attention to aspects of data privacy and
data security, which are covered in previous units.

In the first of two units the client-server model, IP addressing in subnets and MAC addresses as well as DNS are covered. With this knowledge we can already show the added value. For example, knowledge about addressing in IP networks can help when devices such as network printers cannot be reached or internet access is blocked. Furthermore, understanding DNS queries is essential, for example, to deal with censorship in class or to evaluate the effectiveness of web blocking.

The second learning unit focuses even more on practical application exam-
ples, as it deals with questions about traces on the internet and safe surfing. This
is also in line with the KMK strategy and the education plan, which stipulates
that aspects of consumer education are addressed in all subjects. In a digitalised
consumer society, safe surfing is particularly relevant. In detail, the unit clarifies
how users may be extensively spied on online through geo-IP tracking, metadata
in text messages or in emails as well as tracking cookies. As an extension to the
*data protection and security* unit, the cryptographic goals of confidentiality and
authenticity are addressed. The application reference is the secure handling of
certificates and the use of VPN or proxy servers.

3.5 Algorithmics and Programming

In these units we first introduce the idea of computational thinking [2] and try
to give the students examples of how this affects far more areas than those
where the connection to informatics is clearly visible. The students then receive
an introduction to programming with the help of a visual language (SNAP!
and implement the contents in a continuous project, here a rudimentary text
editor. We start with the core of imperative programming with I/O-commands,
expressions and assignment, control structures (loops, decisions), procedures and
functions. We then introduce the concepts of iteration and recursion, all using
little examples that contribute to the text editor project. Although the coding
examples make the units very practical, those concepts are usually hidden behind
a user interface in a real text editor and there is no need (or even the possibility)
to have an influence on the code. Hence, for these units, the actual application
relevance remains more abstract than in the other subject areas.

In the last session, we give students a general idea of how artificial intelligence
works. Although the previous units include an introduction to basic algorithmics
and programming concepts, the gap in the technical details of classical machine
learning or even deep learning is huge. Therefore we cover the topic by show-
ing practical examples, discussing current technical and ethical limitations, and
applying a hands-on session using “Teachable Machines”<fnref n="3" /> and “Machine Learning
for Scratch”<fnref n="4" />, in which students can train and test their own machine learning
models.

<footnote n="3">³ https://teachablemachine.withgoogle.com/.</footnote>

<footnote n="4">⁴ https://scratch.machinelearningforkids.co.uk/.</footnote>
## 3.6 Further Topics

In most of the units described above, we offered additional material for those students interested in more details of the topics. For example, we also present material on audio and video formats in the unit about encoding and students especially interested in programming can work on more challenging exercises in the units about algorithmics. In response to a request of the students, we also designed an optional unit on information retrieval with a focus on how search engines work.

By offering this optional content, we try to meet the students' different prior knowledge and interests. Nevertheless, we continue to focus on including topics for which a practical application can be found. For this reason, we did not include some topics that can generally be found in a curriculum of an introduc-tory informatics course. From the field of theoretical computer science, formal languages and grammars, automata theory as well as computational complexity are not included because their relevance for all subjects is difficult to demonstrate. Similarly, we do not address database systems other than mentioning certain aspects which are relevant for other topics.

## 4 Evaluation and Discussion

We have offered the course each term since the winter 2020. The list of participants shows that we have successfully reached students from all subjects, including all natural sciences but also languages, history, economics and physical education. We also have a remarkably high percentage (66%) of female students.

As described in the previous sections, our course focuses on knowledge which is necessary for professional activities of teachers, motivated by concrete examples. To see whether this approach was successful, we need to know how important the participants of the course consider these topics to be, for their professional future on the one hand and the general importance in a digitalised world (general knowledge) on the other hand.

In an evaluation at the end of each course we asked the participants to rate the different topics we covered on a scale from 1 to 5 (see Fig. 1). The evaluation was conducted at the end of every course because to our experience many participants do not really have a correct idea about the content of these topics earlier in the course. Many students in Germany still start university without ever having learned basic informatics concepts. The following analysis is done on the data from four terms between the winter 2020 and summer 2022 and contains answers from 66 students.

For the question whether the covered topics are considered relevant for the work of a teacher, all but one topic were rated above 3, which stood for “undecided”. Only the units on *algorithmics and programming* were rated slightly below. All topics have an average rating above 3 for the question whether they are considered important as general knowledge in a digitalised world. For all topics the ratings of their importance for general knowledge were higher than for their importance for teachers.
<figure><img src="image_3.png" /><figcaption>**Fig. 1.** Feedback on “The content of these course units is relevant for my professional future” and “I consider the content of the course units to be important general knowledge in a digitalised world.” on a scale 1 (I strongly disagree) to 5 (I strongly agree).</figcaption></figure>

The units on *data protection and data security* were rated as particularly relevant for teachers, which is no surprise because this is a topic many are very aware of since the introduction of the European General Data Protection Regulation. Many people, not just teachers, are still very unsure about what is allowed under these regulations. The participants rated knowledge about *computer networks* as almost equally important. Here the students were especially interested in aspects of safe surfing, hacking, tracking and what traces we leave online. The units about *computer systems* and *encoding and storing data* were considered of average importance.

The only units rated as less relevant were those on *algorithmics and programming*, although we always tried to emphasise how important the idea of computational thinking is for other subjects, especially the STEM subjects. It might be true that computational thinking and algorithmic content have significantly fewer practical application examples for teachers of other subjects, both for their own professional activities as well as for the concrete subject contents. However, it is difficult, for example, to explain the idea of machine learning and artificial intelligence without any background knowledge in algorithmics and some experience with computational thinking. According to the KMK strategy and the curricula of many subjects, these topics will become more and more relevant. This gap between theoretical and technical necessity on the one hand and the visibility of relevance for our target group on the other hand shows us the need to further develop and adapt our course at this point. Teacher education students need to recognise the relevance of computational thinking for their work at this stage of their education and lay foundations so that these issues can be addressed and adapted during the course of their subsequent education. We will address this problem by putting even more emphasis on the aspect of computational thinking in these units and by including the unit on information retrieval as a mandatory unit. At the same time, we will only include the most necessary concepts. For example, we will make the algorithmic concept of recursion optional as it is difficult for the students with little experience to understand how a computer executes recursive algorithms although the very first definition seems quite simple. Further, the complexity of the mandatory practical programming tasks will be reduced.
<figure><img src="image_4.png" /><figcaption>**Fig. 2.** Feedback on “The workload relative to the ECTS credits for the course was” and “The theoretical/technical requirements were” on a scale 1 (much too low) and 5 (much too high).</figcaption></figure>

We also asked the participants about the workload relative to the 3 ECTS credits for the course and their perception of the difficulty for all covered topics (see Fig. 2). Overall we found a good balance between the credits earned for completing the course and the workload as well as the difficulty. Unfortunately the ratings for *algorithmics and programming* were highest. The participants rated both workload and difficulty a little to high, which is especially problematic, since here the ratings for the relevance were lowest.

# 5 Conclusion

This paper presented our insights from developing a basic informatics course for teacher education students of all subjects in which we balanced the introduction of basic informatics knowledge with applications of teaching with digital media. Overall we can say that we implemented the course very successfully. The relevance of most topics is apparent to the participants through the application perspective and concrete scenarios we used. Despite the difficulties with the units on *algorithmics and programming*, the course has a very high satisfaction rate (4.4 on a scale from 1–5) and is always fully enrolled.

Our idea of using concrete application examples from scenarios that arise when teaching with digital media distinguishes our course from others for (prospective) teachers which concentrate on the question of how teachers can incorporate informatics knowledge in their teaching of a specific subject directly (e.g. [15, 23, 24]). We think that both approaches are important and valuable and we plan to reach out to the lecturers of other didactics courses to develop ideas on how informatics can contribute to the different subject specific didactics. In this way we might reach even more students and motivate them to take our course or even other courses in informatics and digital media education, which are offered widely at our university.
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