natgillin/translations-raw huggingface dataset:
Johnsen­udvalget ­ opkaldt efter udvalgets formand ­ fik som opgave bl.a. at registrere den offentlige NIT­under­
In the short term, it was proposed that the instruction in informatics was to be offered in connection with the instruction in mathematics and that it was made possible for the schools to offer informatics as an optional subjects in the 8th to 10th forms and to integrate
Den første nyskabelse var udvalgets navngivning af et nyt fagområde.
informatics as far as possible into the orientation and social subjects.
Man valgte at kalde det nye fag "datalære" (informatik) og ikke datalogi, fordi man mente, at datalogi hidtil havde været knyttet til forskningsprægede aktiviteter og ikke indeholdt alle de aspek­ter, man gerne ville forbinde med det nye fag ­ bl.a. manglede de personlige og samfundsmæssige aspekter.
The committee furthermore suggested that informatics should be offered as an optional subject from the 8th form, when a sufficient number of teachers had been trained to take care of the instruction, and that it should be decided in the long term whether informatics was to become an independent obligatory subject.
Udvalget måtte derfor afgrænse disciplinen ved at fastlægge datalærens formål, interesseområder og metoder. Formålet skulle være, at medvirke til bedre kommunikation og bedre problemløs­ning. Datalærens interesseområder blev angivet som de processer i samfundslivet, hvor datamaskiner er afgørende for disse processers forløb, og datalærens metoder blev karakteriseret ved formalisering, repræsentation, transformation og kommunika­tion. Udvalget begrænsede sig altså ikke til datamaskinen og dens anvendelser, men konstaterede, at "Datalære vil altså som undervisningsfag fokusere på kommunikation og problemløsning".
In the following 10 years, a lot of work was done to describe the subject and get it introduced in the Folkeskole.
Det er bemærkelsesværdigt, at udvalget fastlagde et formål, som var tænkt at skulle gælde for så forskellige skoleformer som folkeskolen, gymnasiet, universiteter, erhvervsskoler m.fl.
The Innovation Council of the Folkeskole existed from 1969 to 1987 as a Government body which granted consultancy assistance and financial support to development projects in all subjects of the Folkeskole, including projects in the area of NIT. Only limited funds were available, i.e. a total of approx.
På kort sigt blev det foreslået, at datalæreundervisningen blev givet i forbindelse med matematikundervisningen samt at der blev åbnet mulighed for, at tilbyde datalære som valgfag for 8.­10. klasse og så vidt muligt at inddrage datalæren i orien­
The change was adopted by the Parliament on 6 June 1984 and described in Ministerial Order of 25 July 1984 with effect from the school year 1984/85 to 31 July 1990.
Der blev afviklet en lang række mindre forsøg i statsligt og kommunalt regi, hvis formål dels var at give datalærefaget et indhold og finde den mest hensigtsmæssige placering og dels at undersøge de pædago­giske muligheder for at anvende datamaskinerne som redskab i folkeskolens fag.
In that year, the Minister of Education set up a curriculum committee which was to draw up a proposal for the aims, a teaching guide and a curriculum for the subject of informatics as an optional subjects in forms 8-10.
Udgifterne til disse projekter blev først og fremmest afholdt af kommunerne og men også af Folkeskolens Forsøgsråd.
In 1984, the curriculum committee submitted a report on its general attitude to the introduction of informatics in the school.
Folkeskolens Forsøgsråd eksisterede fra 1969 til 1987 som et statsligt organ, der ydede konsulentbistand og økonomisk støtte til udviklingsprojekter i alle fag i folkeskolen herunder projekter på NIT­området.
It agreed to it that all pupils should become acquainted with the subject area in the younger classes, and that the subject should furthermore be offered as an optional subject.
Der var kun begrænsede midler til rådighed i alt ca. DKK 4 mio./år, og det var kun ganske få NIT­projekter, der fik støtte.
As the obligatory instruction could not be established with such a short notice, a.o. because there were not enough teachers who could teach the subject, the committee drew up a proposal for a temporary optional subject which did not require that the pupils had already received obligatory instruction.
Lovgrundlaget for valgfaget datalære blev tilvejebragt ved en ændring af folkeskolens § 9 (stk. 1, nr. 7: Datalære).
On 6 June 1984, the Parliament adopted the necessary legislative basis for the optional subject with an addendum to section 9 in the Act on the Folkeskole.
Ændrin­gen blev vedtaget i folketinget den 6. juni 1984 og beskrevet bekendtgørelse af 25. juli 1984 med virkning fra skoleåret 1984­85 til 31. juli 1990.
The Ministry of Education at the same time recommended that the municipalities considered the possibility of integrating informatics into the obligatory instruction as soon as possible, and therefore the provisions concerning the optional subject were only applicable until 31 July 1990.
Fagets placering og indhold Af økonomiske og politiske grunde blev det afgørende skridt mod en formalisering af undervisningen i folkeskolen først taget i
The Ministry of Education issued the aims, curriculum and teaching guide for. the optional subject in 1985 on the basis of the work and general attitude of the curriculum committee with regard to the position of the subject.
Datalære blev således et valgfag, som kommunerne kunne tilbyde elever på 8.­10. klassetrin.
Informatics thus became an optional subject which the municipalities could offer at the 8th to 10th form levels.
På hvert af klassetrinnene blev faget normalt tilbudt med to timer om ugen pr. hold.
At each of these form levels, the subject was normally offered with two lessons a week per class.
Der var også mulighed for at gennemføre valgfaget som et kursusforløb af kortere varighed end ét år.
It was also possible to carry through the instruction in the optional subject in less than a year.
Fra undervisningsministeriets side blev det pointeret, at det var vigtigt, at der blev gjort en ekstra indsats for at motivere piger til at vælge faget.
The Ministry of Education emphasized that it was important that an extra effort was made with a view to motivating girls to choose the subject.
Der var ingen prøve i faget.
No examinations were held in the subject.
Formålet med undervisningen var, at eleverne skulle erhverve sig indsigt i elektronisk databehandling og dennes anvendel­sesområder.
It was the aim of the instruction that the pupils should acquire an insight into electronic data processing and its fields of application.
Undervisningen skulle give eleverne mulighed for ople­velse af og erfaring med problemløsning gennem brug af datama­ter.
The instruction was to enable the pupils to see and experience problemsolving through the use of computers.
Undervisningen skulle medvirke til, at eleverne fik baggrund for at kunne vurdere og tage stilling til de mulighe­der, påvirkninger og konsekvenser, der følger med brugen af datamater.
The instruction was to contribute to giving the pupils a background for evaluating and assessing the possibilities, influences and consequences which follow from the use of computers.
Læseplan og undervisningsvejledning for valgfaget datalære blev udformet i lyset af, at alle elever burde stifte bekendtskab med fagområdet.
The curriculum and teaching guide for the optional subject of informatics were drawn up in the light of the fact that all pupils should become acquainted with the subject area.
Da den obligatoriske undervisning af flere grunde ­ bl.a. lærernes manglende uddannelse ­ ikke kunne etableres, betød det, at valgfaget blev beskrevet så bredt, at det også indeholder elementer, det ville være naturligt at gøre obligatoriske.
As the obligatory instruction could not for various reasons be established - one of the reasons being the teachers ' lack of adequate qualifications, it was necessary to describe the optional subject so broadly that it also contained elements which it would have been natural to make obligatory.
Indholdet i undervisningen skulle vælges fra fire hovedområder:
The content of the teaching was to be selected from four main areas :
Kommunikation, information og data Undervisningen skulle tilrettelægges, så eleverne fik lejlighed til at erhverve sig et bredt kendskab til de sammenhænge, der er mellem data, information og kommuni­kation.
Communication, information and data The teaching was to be organized so that the pupils were given the opportunity to acquire general knowledge about the connection which exists between data, information and communication.
Problemløsning med brug af datamater I undervisningen skulle behandles forskellige typer opga­ver med henblik på at udlede, hvilke opgaver der nemt eller kun lader sig løse ved hjælp af datamater, og hvil­ke det er vanskeligt eller umuligt at løse ved hjælp af NIT.
Problemsolving through the use of computers The teaching was to treat various tasks with a view to working out which tasks could easily or only be solved by means of computers, and which tasks were difficult or impossible to solve by means of NIT.
Herunder skulle inddrages, hvilke ydre forhold der kan påvirke vurderingen af datamaters egnethed til at løse den pågældende opgave.
In this context, the teaching was to include the external conditions which may influence the evaluation of the applicability of computers for solving the task in question.
Gennem arbejdet med konkrete problemløsninger ved hjælp af datamater skulle eleverne have lejlighed til at erhverve sig indsigt i systematiske fremgangsmåder i problemløsningsprocessen.
Through work with concrete tasks of problemsolving by means of computers, pupils were given the opportunity to gain an insight into systematical procedures in the problemsolving process.
I undervisningen skulle forud­sætningerne for det program, der blev benyttet i en pro­blemløsning, klargøres, og der skulle arbejdes med iagt­tagelse af forholdet mellem disse forudsætninger og for­tolkningen af resultaterne af databehandlingen.
The teaching should clarify the prerequisites of the program applied for the problem-solving, and the pupils should work with observation of the relationship between these prerequisites and the interpretation of the results of data processing.
Anvendelsesområder for datamater I undervisningen skulle arbejdes der med samspillet mel­lem forskellige anvendelser af datamater og den sammen­hæng, hvori de indgår for den enkelte, i samfund og er­hvervsliv.
Application areas of computers In the instruction, the pupils shall work with the interaction between different uses of computers and the context in which they appear for the individual, as well as in the society and in trade and industry.
Der skulle desuden arbejdes med, hvordan datamater benyttes i forbindelse med de fleste arbejdsprocesser i samfundet lige fra overordnede beslutninger i sammenhæng med fx lovgivning og virksomhedsledelse og til løsning af rutineprægede opgaver på den enkelte arbejdsplads.
The instruction shall furthermore treat the way in which computers are used in most work processes in society from general decision-making in connection with for instance legislation and business management to the solution of routine tasks in the individual place of work. The teaching
Der skulle arbejdes med, hvorledes datamater indgår i forskellige funktioner i sådanne arbejdsprocesser, bl.a. styring, beregning, simulering samt behandling og lagring af informationer.
was to treat the way in which computers are used in different functions in such work processes, a.o. control, calculation, simulation as well as the processing and storage of information.
Herudfra skulle belyses, hvordan datamater anvendes i det offentlige, i private virksomheder samt af organi­sationer og enkeltpersoner.
On this basis, the pupils were to elucidate how computers are used in the public sector, in private businesses as well as by organizations and individuals.
Forår '92
Form 8th 9th 10th
Ca. halvdelen af landets skoler oprettede datalærehold i skoleåret 1986/87.
The main content of the subject of informatics was in most classes programming and other work.with the computer, whereas many classes only spent very little time on the application of the computer and on the societal aspects.
Tallene viser, at elever på 8. klassetrin har vist størst interesse for faget, og at interessen falder op gennem klas­serne og markant op gennem årene især for 10. klassetrin.
Almost all pupils (both girls and boys) found that this was alright, whereas only one fourth of the teachers were of that opinion.
Andre statiststikker har vist, at der har tilmeldt sig næsten lige så mange piger til datalære som drenge.
One of the reasons was that there were not enough programs for this part of the instruction.
Holdstørrelsen afhænger af de kommunale regler for etablering af valgfag.
The instruction was most frequently organized so that the whole informatics class worked with a common topic or that the pupils worked in groups but with a common topic for the whole class.
Af statistikkerne fremgår det, at det gennemsnit­lige antal elever er på 12­13 elever, et relativt højt tal sammenlignet med andre valghold.
It was a rarer occurrence that the pupils worked in groups where each group had its own topic.
Evaluering I 1988 gennemførte Danmarks Pædagogiske Institut en landsdæk­kende undersøgelse af undervisningen i valgfaget datalære.
It was common that some pupils worked alone during the lessons - the particularly interested or NIT-experienced pupils.
Undersøgelsen skulle belyse, hvad datalære havde udviklet sig til i indhold og form og beskrive læreres og elevers mening om faget.
Most of these pupils had a computer at home which they often used for programming. Apart from these pupils, most pupils wanted to work in groups.
Undersøgelsen blev foretaget på et repræsentativt udsnit på de af landets skoler, der havde oprettet valghold på 9. klassetrin i datalære.
An interesting result of the study was that a great part of the pupils stated that work forms which lead to a discussion in class or in smaller groups were rarely or never used.
Rapporten giver et billede af undervisningens reelle indhold i forhold til de formelle krav og af organisations­ og under­visningsformer .
The content was generally reduced both in relation to the aims and to the curriculum.
Hovedindholdet i datalære var på de fleste hold program­mering og andet arbejde med datamaskinen, mens der på mange
The report furthermore describes a great number of factors which exert an influence on the teaching.
Sådan syntes næsten alle eleverne (både drenge og piger) også det skulle være, mens det samme kun gjaldt en fjerdedel af lærerne.
* that 86% of the teachers who were teaching informatics were men, and that 80% of these also taught arithmetic/mathematics.
En af grundene var, at der ikke var programmer nok til denne del af undervisningen.
Generally speaking, they constituted an experienced group of teachers, of which 75% had taken part in inservice training courses at the Royal Danish School of Educational Studies.
Det skete sjældnere, at eleverne arbejdede i grupper, hvor hver gruppe havde sit emne.
There are no formal requirements as to the qualifications of the NIT-teachers in the Folkeskole.
Det var almindeligt, at nogle elever arbejdede alene i timerne ­ de specielt interesserede eller NIT­kyndige elever.
But in the period 1984-89, a special appropriation from the State made it possible for the Royal Danish School of Educational Studies (the DLH) to conduct a series of courses which qualified teachers to teach informatics.
De fleste af disse elever havde en hjemmecomputer, som de ofte brugte til programmering.
The courses were of a duration of 100-135 lessons, and approx.
Bortset fra disse elever ønskede de fleste elever at arbejde i grupper.
3,000 teachers participated in the courses (approx.
Et markant resultat var, at en stor del af eleverne angiver, at der sjældent eller aldrig blev anvendt arbejdsformer, der lagde op til en diskussion på holdet eller i mindre grupper.
5% of the teachers) - most at the school's main department in Copenhagen.
På baggrund af disse resultater var konklusionen, at de intentioner, der var udtrykt i Undervisningsministeriets undervisningsvejledning for valgfaget i mange tilfælde ikke blev udmøntet i undervisningen på valgholdene.
The Informatics Institute organized courses, the content of which was linked closely with the aims and curriculum laid down for the optional subject of informatics as described by the Ministry of Education.
Indholdet var i almindelighed indsnævret både i forhold formål og læseplan.
The main emphasis was laid on providing the teachers with basic knowledge about the concepts and processes in informatics which were of importance to the teaching of the subject.
I rapporten beskrives desuden en lang række af de faktorer, der påvirker undervisningen.
Part of the teaching at the informatics courses was organized in 10 modules each containing 1 course day of 4 lessons' duration at the DLH and 2 course days of 3 lessons' duration at the school.
* at 86% af de lærere, der underviste i datalære var mænd, og 80% af disse underviste også i regning/matematik.
The course days at the DLH focused on the preparation and evaluation of the course days held at the schools.
Der var generelt tale om en erfaren lærergruppe, hvoraf 75% havde deltaget i efteruddannelseskurser på Danmarks Lærerhøjsko­le.
The admission requirement was that the teachers enrolled as a group from one school, that the group had computers at their disposal at the school, and that the municipality/school placed an NIT-experienced teacher at their disposal for that part of the instruction that was placed at the school.
Der er ingen formelle krav til lærerkvalifikationer på NIT­
In that way, the capacity of the DLH was tripled and the expenses for the in-
Men Danmarks Lærerhøjskole (DLH) fik gennem en særbevilling fra staten mulighed for i årene 1984­89 at gennemføre en række kurser, der kvalificerede lærere til at forestå undervisningen i datalære.
Parallel with the offers of the DLH, a number of courses have been organized under the auspices of the counties and the municipalities as well as by private course organizers. The content of the courses has extended from pure programming courses to courses which dealt exclusively with topics of a technologyassessing nature.
Kurserne havde et omfang på 100­13 5 timer og ca. 3.000 lærere deltog i kurserne (ca. 5% af lærerne) ­ de fleste på Lærerhøjskolens hovedafdeling i København.
The duration of the courses varied between 3 and 40 lessons with the main stress on 3-lesson courses.
Hovedvægten blev lagt på at give lærerne en grundlæggende viden om de begreber og processer fra informatikken, der havde betydning for datalæreundervisningen.
There is no total stocktaking of this inservice training offer neither as far as content nor as far as participation and economy are concerned.
På kursusgangene på DLH forberedte og efterbehandlede man kursus­gangene på skolen.
85% of the informatics teachers found that you learn more about NIT, if you are already using NIT.
På den måde blev DLH's kapacitet tredoblet og udgifterne til efteruddannelsen yderligere fordelt mellem stat og kommune.
37% of the informatics teachers have bought a computer of their own.
3 5% havde fået efteruddannelse i form af kommunalt arrange­rede kurser.
Pupils and teachers agreed that a great part of the instruction in informatics should consist in the pupils learning to use the computer as a tool and not in how the computer is designed.
Parallelt med DLH's tilbud har der været afholdt en række kurser i amtsligt, kommunalt og privat regi.
A clear picture emerged which indicated that much more boys than girls were about to acquire competence in the use of NIT, because they had a computer at home.
Kursernes indhold har spændt fra rene programmeringskurser til kurser, der alene behandlede emner af teknologivurderende art. Omfanget har været på 3­4 0 timer med hovedvægten på 3­timers kurser.
This could have the effect that NIT-experienced boys would benefit to a greater extent from a teaching which integrates NIT.
Der findes ingen samlet oversigt over dette efteruddannelses­tilbud hverken hvad angår indhold, deltagelse eller økonomi.
The conclusion was that it was necessary to decide whether this development was to be countered by making an earlier effort in the NIT-area.
8 5% af datalærelærerne mente, at man lærer bedst om NIT, når man samtidig selv bruger NIT.
The Ministry of Education's information networks in the field of NIT
Formålet var at skabe et forum, hvor man gensidigt kan orientere hinanden om pædagogiske og tekniske udviklingstendenser, tage initiativer til støtte for udviklingen lokalt og centralt og samarbejde om projekter, der er for ressourcetunge enten lokalt eller centralt.
It was the aim to create a forum where the parties could mutually inform each other about pedagogical and technical development trends, take initiatives to support the development at local and central level and cooperate on projects which were too resource-consuming to carry out either at local or at central level.
Det var vigtigt for samarbejdet, at det organisatorisk blev så håndterligt, at det kunne blive reelt.
It was important for the cooperation that it was so easy to handle from an organizational point of view that it had a chance of becoming a reality.
Derfor udvalgte man 23
Therefore, 23 of the representatives from each of the counties were selected for a special group which was to have direct contact to the Ministry of Education's subject adviser in the field of NIT - the socalled Network Group.
Forår '92 af repræsentanterne fra hvert af amterne til at indgå i en gruppe, der havde den direkte kontakt med undervisningsmini­steriets fagkonsulent på NIT­området ­ Netgruppen.
* analysis of the content of the instruction in informatics, analysis of the inservice training needs, description of the advisory functions in municipalities and at schools, description of action plans for the NIT-development in a municipality.
Der blev etableret en elektronisk post kontakt mellem Netgruppens medlemmer til den daglige kommunikation.
The information network and the Network Group still exist with their original objective and organization.
Kommunikationen ud til og fra de enkelte kommuner foregår på møder i amterne, som Netgruppens medlemmer arrangerer jævnligt.
CPI - the Danish Centre for Pedagogics and Informatics
Desuden påtager man sig større opgaver og projekter som fx: * analyse af datalæreundervisningens indhold, * analyse af efteruddannelsesbehovet,
In 1984, an initiative was taken to set up an independent selfgoverning institution, whose aim it was to promote an appropriate use of informatics in education.
* * beskrivelse af konsulentfunktioner i kommuner og på skoler, beskrivelse af handlingsplaner for NIT­udbygningen i en kommune.
The financial basis of the work was an ad-hoc grant of DKK 12.5 million allocated by the Egtmond Foundation.
Informationsnetværket og Netgruppen eksisterer fortsat med sit oprindelige formål og organisation.
On its board sat the initiators: the Egtmond Foundation, the school owners (the Association of County Councils in Denmark and the National Association of Local Authorities), the Ministry of Education and the teacher organizations.
CPI ­ Dansk Center for Pædagogik og Informatik
The activities of the CPI were to be directed at all forms of informatics applications primarily in the Folkeskole and the Gymnasium.
I 1984 blev der taget initiativ til at etablere en selvejende institution, der havde til formål at fremme en hensigtsmæssig anvendelse af informatik i undervisningen. Det økonomiske grundlag for arbejdet var en engangsbevilling
It was the aim of the CPI that informatics was to be integrated into the instruction in a way which would be of use to the pupils as active and independent human beings and which corresponded to the needs and qualifications required in a modern society.
I 1985 vedtog man et 13-punkts program som grundlag for arbejdet.
In 1985, a 13-point programme was adopted as a basis for the work.