natgillin/translations-raw huggingface dataset:
Ved NIT forstår vi en teknologi, som er baseret på elektronisk informationsbehandling, som beskæftiger sig med information ­dvs. tekst, tal, billeder, lyd osv. Teknologi er en helhed be­stående af teknik, organisation, kognition, viden og produkt.
By NIT we understand a technology based on electronic data processing and dealing with information - i.e. text, figures, pictures, sound etc. Technology is a whole which consists of techniques, organization, cognition, knowledge and product.
Forår '92 dækkende overalt i uddannelsessystemet, og som samtidig angiver de kategorier inden for hvilke, der skal træffes beslutning, når NIT inddrages i undervisningen.
indicates the categories within which decisions shall be made, when NIT is to be integrated into the instruction.
Der lægges fx forskellig vægt ved skolestarten og i gymnasiet, men beslutningskategori­erne er de samme.
Different emphasis is for instance laid on it at school start and in the Gymnasium but the decision-categories are the same.
Det er karakteristisk, at der løbende er foregået en bred og alsidig forsøgs­ og udviklingsaktivitet med NIT i undervis­ningen. Der er gjort mange erfaringer, som man vil kunne drage nytte af i den fortsatte udvikling.
It is characteristic that there has been an ongoing comprehensive and all-round innovation and development activity involving NIT in education.
På denne måde kan erfarin­ger fra de tre skoleformer være med til at angive de hensigts­mæssige udviklingsretninger, samt hvilke faldgruber der skal undgås.
In this way, experience from the three school forms may help to indicate both the appropriate development directions and the pitfalls which must be avoided.
I diskussionen om hvorfor NIT skal have en placering i under­visningssystemet, har der traditionelt været fremført to syns­punkter:
In the discussion about why NIT must have a position in the education system, two points of view have traditionally been voiced:
NIT skal være genstand for undervisningen ­datalære/datalogi
NIT shall be subject of teaching -computer studies/computer science
NIT skal være et redskab på linie med andre ­et undervisningsmiddel
NIT shall be a tool on a par with other tools -a teaching aid
Beskrivelserne af de enkelte skoleformer viser imidlertid, at formålet med at inddrage NIT i undervisningen er mere nuan­ceret. Nogle eksempler viser dette: Når et edb­program ­ et regneark, et tekstbehandlingsprogram eller lignende ­ skal anvendes i undervisningen, skal eleverne først lære dette program at kende.
The descriptions of the individual school forms do however show that the aim of integrating NIT into the instruction is more nuanced.
Undervisningsmidlet (NIT— programmet) bliver hermed emne for undervisningen.
The teaching aid (the NIT-program) thus becomes a topic in the instruction.
I visse uddannelser er det et krav, at NIT indgår i undervis­
In certain courses, it is a requirement that NIT is integrated into the instruction so that the pupils/students can qualify themselves to use NIT in work-related connections upon completion
Undervisningen i brugen af NIT som værktøj retter sig altså mod brug uden for uddannelsen.
The instruction in the use of NIT as a tool is thus directed at the use outside the course.
Noget lignende gælder i forbindelse med læreruddannelserne.
Something similar is the case in connection with the teacher training programmes.
I gymnasiet derimod er hen­sigten med brugerkurset, at eleverne lærer nogle af de stan­dardprogrammer at kende, som de skal bruge i undervisningen.
In the Gymnasium, it is however the intention of the user course that the students become acquainted with some of the standard programs which they are to use in the instruction.
Undervisningen retter sig mod brug i uddannelsen.
The instruction is thus directed at use in the course.
I samtlige uddannelser sigter undervisningen mod at give eleverne den brede almene forståelse af den ny information­steknologis betydning for udviklingen i samfundet.
In all courses, the instruction aims at giving the pupils/students a broad general understanding of the importance of the new information technologies to the development in society.
Den speci­fikt erhvervsrettede undervisning hører naturligt hjemme i erhvervsuddannelserne; i læreruddannelserne er undervisningen i NIT job­orienteret.
The particularly occupationally oriented instruction naturally belongs in the vocational education and training courses; in teacher training, the instruction in NIT is joboriented.
Jo tættere man er ved endt uddannelse, jo mere vægt lægges der på det specifikt job­kvalificerende i uddannelserne.
The closer the student gets to the completion of the course, the more emphasis is put on the particular job-qualifying elements of the courses.
Generelle konklusioner Udvalget mener, det er vigtigt, at diskussionen om formålet med og placeringen af NIT i undervisningen ikke overforenkles, og fx alene drejer sig om datalære kontra NIT som værktøj.
General conclusions The committee finds that it is important that the discussion about the aim and the position of NIT in education does not become oversimplified and for instance solely focuses on computer studies versus NIT as a tool.
Diskussionen og placeringen af NIT i uddannelserne føres i dag ikke i tilstrækkelig grad på tværs af uddannelserne.
Today, the discussion about the position of NIT in education is not to a sufficiently great extent led transversely to the courses.
Der er derfor ikke sammenhæng i integrationen af NIT i uddannelses­systemet.
There is therefore no connection in the integration of NIT into the education system.
Det er derfor ikke muligt at lade forudsætninger fra folkeskolen danne grundlag for anvendelsen af NIT i erhvervsud­dannelserne og gymnasium/hf.
It is thus not possible to let the knowledge acquired in the Folkeskole form the basis for the use of NIT in vocational education and training and in the Gymnasium/HF.
Alle elever bør have de samme muligheder for at anvende NIT i undervisningen.
All pupils/students should have the same possibilities of using NIT in the instruction.
Det sikres bl.a. ved, at alle elever får kendskab til flere standard­pro­grammeltyper og i forbindelse med undervisningen opnår færdig­hed i at anvende dem.
This is a.o. ensured in that all pupils/students are acquainted with more standard software types and that they in connection with the instruction acquire skills in using them.
Den brede, alment samfundsmæssige kvalifikation skal være obli­gatorisk.
The broad general society-oriented qualification must be
De elever, der har interesse herfor, skal kunne fordybe sig i emner i tilknytning til NIT - informatik, datalogi, datalære etc. Undervisning, der omhandler denne type emner, skal til bydes som valgfri undervisning.
Those pupils/students who would like to do so should be able to concentrate on topics with relation to NIT: informatics, computer science, computer studies etc. Teaching which deals with this type of topics should be offered as optional courses.
For at sikre den nødvendige sammenhæng mellem uddannelserne skal der stilles krav om, at alle elever har modtaget undervis ning i NIT, og at NIT anvendes som undervisningsmiddel på alle klassetrin i en uddannelse.
In order to ensure the necessary connection between the courses, it must be a requirement that all pupils/students have received instruction in NIT, and that NIT is used as a teaching aid at all form levels of a course.
I læreruddannelsen bør NIT indgå med større vægt.
NIT should form part of the teacher training programme with a greater weight.
Det er i det hele taget vigtigt, at NIT indgår i alle læreres grunduddannelse. se.
It is altogether important that NIT forms part of the initial training of all teachers.
Der bør være tilstrækkelige undervisningsmaterialer (hardware og software) på alle institutioner til, at målene for under visningen kan nås.
There should be sufficient teaching materials (hardware and software) at all institutions so that the aims of the instruction can be met.
Udstyret bør være tidssvarende, så det svarer til den virkelighed, eleven møder uden for skolen.
The equipment should be up-to-date so that it corresponds to the reality the pupil/student meets outside the school.
Derfor mener udvalget, at der bør opstilles et mål for integrationen af NIT i undervisningen i de forskellige skoleformer, som skal nås inden for en begrænset tidshorisont.
Therefore, the committee finds that targets, which must be achieved within a limited time span, should be set for the integration of NIT into the instruction in the different school forms.
Udvalget har derfor både givet generelle anbefalinger og anbefalingerne for de enkelte skoler.
The committee has therefore submitted both general recommendations and recommendations for the individual schools.
Generelle anbefalinger Derfor mener udvalget, at der på institutionerne bør opereres med et niveau, der som minimum svarer til:
General recommendations Therefore, the committee finds that the institutions should operate with a level which as a minimum corresponds to:
Datalokaler, der anvendes både ved obligatorisk NIT-undervisning og ved visse fagintegrerede anvendelser.
Computer rooms used both for the obligatory NIT-instruction and for certain subject-integrated applications.
Lokalerne skal udstyres hardwaremæssigt således, at eleverne kan arbejde i to-personers grupper.
The rooms should be equipped with enough hardware so that the pupils/students can work in pairs.
Antallet af datalokaler afpasses efter behovet.
The number of computer rooms shall be adapted to the need.
Specielt udstyr til fx ekstern kommunikation og interaktiv video.
Special equipment interactive video.
Udstyr på institutionen til lærernes forberedelse og til­rettelæggelse af undervisningen.
Equipment at the institution for the teachers' preparation and their organization of the teaching.
Indkøb, klargøring og distribution af undervisningspro­grammer bør organiseres, så det er lettest og billigst muligt tilgængeligt for undervisningen.
The purchase, installation and distribution of educational programs should be organized so that it will be made available to the teaching in the easiest and cheapest way.
Integration af NIT bør indgå i undervisningen i alle fag ­fx ved at NIT skrives ind i fagenes læseplaner/læreplaner.
The integration of NIT should be included in the instruction in all subjects - e.g. by including NIT in the curricula/teaching guides for all subjects.
Der bør satses på efteruddannelseskurser med et didaktisk og faglig­pædagogisk indhold i langt højere grad end et teknisk.
It should be endeavoured to provide inservice training courses with a didactical and pedagogical rather than a purely technical content.
Kurserne skal afvikles i nært samarbejde med institutionerne, så de i så høj grad som muligt tager udgangspunkt i den enkelte undervisers udvikling i forhold til integration af NIT.
The courses should be held in close cooperation with the institutions, so that they as far as possible take their point of departure in the individual teacher's level of progress with the integration of NIT.
Der bør uddannes lærere med spidskompetence i forhold til NIT, så der er kapacitet til at rådgive og vejlede og dermed forny institutionens brug af NIT.
Teachers should be trained with advanced qualifications in NIT so that there is capacity to advise and guide and thus renew the use of NIT at the institution.
Der bør fortsat skabes baggrund for pædagogisk udvikling og afprøvning på institutionen af de nyeste muligheder inden for NIT.
The basis for the pedagogical development and testing of the latest possibilities within NIT should still be created at the institution.
Lærernes kvalifikationer
The qualifications of the teachers
NIT bør indgå i grunduddannelsen for lærere ved samtlige skoleformer, og endelig bør NIT indgå mere systematisk i lærernes efteruddannelse i samtlige fag.
NIT should form part of the initial training of teachers for all school forms, and finally NIT should more systematically form part of the teachers' inservice training programmes in all
Forår '92
subjects.
Efteruddannelsen inden for NIT bør tage udgangspunkt i lærernes egne fag, idet lærerne bedst kan overskue den faglige og pædagogiske anvendelse af NIT inden for egne fagområder.
The inservice training in the field of NIT should take its point of departure in the teachers' own subjects, as the teachers are better at assessing the subjectrelated and pedagogical use of NIT within their own respective subject areas.
Efteruddannelseskurser tilrettelægges, så lærerne både bliver undervist i fagrelevante programmer og i de pædagogiske sammen hænge, som de senere i egen undervisning kan anvende program merne i.jEfter et kursus følger en "rutineringsperiode", hvor lærerne får erfaring med at bruge NIT i egen undervisning.
Inservice training courses should be organized so that the teachers receive instruction both in subjectspecific programs and in the pedagogical connections in which they can later on use the programs in their own teaching. After a course follows a "practice period" where the teachers gain experience in the use of NIT in their teaching.
Senere har lærerne behov for mere generelle faglige og pædagogisk didaktiske kurser, som ikke kun er målrettet mod konkrete undervisningssituationer.
Later on, the teachers need more general subjectrelated and pedagogical-didactical courses which are not just directed at concrete teaching situations.
Udover at sikre at alle lærere har en grundlæggende kompeten ce, er det vigtigt, at der på skolerne er lærere med særlig NIT-mæssig kompetence - fx ved datavejlederordninger.
Beyond ensuring that all teachers have a basic competence, it is important that there are teachers at the schools with special competence in NIT, e.g. through computer counselling schemes.
Det hører med til sikring af kvalitet i uddannelserne, at skolerne som organisation besidder evnen til at omstille sig til nye vilkår, at fastsætte normer for pædagogisk virksomhed samt at placere sig i forhold til det omgivende samfund.
It is part of the safeguarding of quality in education that the school as an organization possesses the ability to adjust to new conditions, to fix norms for the pedagogical activities and to place itself in relation to the surrounding community.
I relation til NIT vil det bl.a. sige, at det er en opgave for hele skolen at integrere NIT i undervisningen - og ikke et ansvar, som er isoleret hos den enkelte interesserede lærer.
In relation to NIT this a.o. means that it is a task for the entire school to integrate NIT into the teaching - and not a responsibility which is isolated with the individual interested teacher.
Det er dermed også et ansvar for skoleejerne og for den pædagogiske til synsmyndighed .
It is thus also a responsibility of the school owners and of the pedagogical supervising authority.
Rammer for undervisningen
Framework of the teaching
Generelt er der for få datamater på skolerne, så alt for mange elever skal deles om arbejdspladserne.
There are generally too few computers at the schools, so far too many pupils/students have to share workstations.
Desuden er en del af ud styret på skolerne ikke tidssvarende.
Furthermore, part of the equipment at the schools is outdated.
Der er indrettet datalokaler mange steder, men ofte med for få arbejdspladser, og der mangler udstyr i de fleste faglokaler -det gælder skolebiblioteker, fysiklokaler, værksteder osv. Ligeledes mangler der arbejdspladser, hvor lærerne kan forbe-
Computer rooms are installed in many places, but often with too few workstations, and equipment is in short supply in most
I sammenligning med andre erhverv er undervisning/uddannelse markant underforsynet med ny teknologi.
Compared with other professions, teaching/education is extremely undersupplied with new technology.
Der bør derfor opsættes mål for antallet og arten af NIT-arbejdspladser på skolerne samt for, hvorledes disse arbejdspladser fordeles på skolerne.
Targets should therefore be set with regard to the number and nature of NIT-workstations at the schools as well as with regard to how these workstations are distributed at the schools.
Derfor har formålet med gennemførelsen af erfaringsindsamlingsprojektet også været at yde støtte til kommuner i forbindelse med udarbejdelse af lokale handlingsplaner, udvikling af en metode, der kan støtte lærere, når disse ønsker at vurdere ændringer i deres undervisning, og at sammenkæde efteruddannelsesinitiativer omkring NIT med en konkret undervisningsvirksomhed. hed.
Therefore, it has also been the aim of the experience collection project to grant support to municipalities in connection with the elaboration of local action plans, the development of a method which can support teachers when they wish to assess changes in their teaching, and to connect inservice initiatives in the field of NIT with a concrete educational activity.
En forsigtig konklusion viser altså, at der blandt lærerne er en parathed til at inddrage NIT i undervisningen, og at de har nogen erfaring i at anvende NIT.
A cautious conclusion thus shows that among the teachers there is a readiness to include NIT in the instruction, and that they have some experience in the use of NIT.
Lærerne ved, at der er kolleger at trække på, men da disse ikke har denne vejledning som en del af deres arbejde, er der behov for en mere formaliseret datavejlederordning.
The teachers know that there are colleagues to lean on, but as these colleagues do not have this guidance as part of their job, there is a need for a more formalized computer counselling scheme.
Erfaringerne herfra er endnu ikke bearbejdede, men især udviklingen af den omtalte evalueringsmetode kan blive et vigtigt redskab for lærerne i kvalitetsudviklingen.
The experience from this scheme has not yet been processed, but the development of the mentioned evaluation method in particular may become an important tool for the teachers in the quality development.
Der har i de seneste år desuden vist sig en stadig voksende in teresse for at inddrage den ny teknologi på skolebiblioteket. Det gælder naturligvis som et hjælpemiddel i det biblioteksmæssige arbejde, men også til informationssøgning uden for skolens grænser og som værktøj for både lærere og elever.
In recent years, there has furthermore been a steadily growing interest in the integration of the new technologies in the school library, i.e. as an aid in the library work but also for information retrieval outside the boundaries of the school and as a tool both for teachers and pupils/students.
Denne udvikling fremmes af mulighederne for støtte fra folke- og skolebibliotekernes rådighedssum og dispositionssum.
This development is being furthered by the possibilities of support from the liquid
Det internationale samarbejde
The international cooperation
Det internationale samarbejde bør gøres mere synligt gennem en bevidst informationsvirksomhed, så skolerne kan anvende de erfaringer, der er blevet gjort i andre lande.
The international cooperation should be made more visible through a determined information activity, so that the schools can profit from the experience gained in other countries.
Et af de delprojekter, der blev iværksat i forbindelse med kva­litetsudviklingsprojektet, var en sammenligning af niveauerne i ungdomsuddannelserne: HHX/HTX, hf og gymnasiet.
One of the sub-projects which were inititated in connection with the quality development project was a comparison of the levels in the youth education courses: higher commercial examination -HHX/higher technical examination - HTX, HF and the Gymnasium.
Niveausammenligningen blev gennemført på baggrund af et ønske om at skabe bedre muligheder for meritoverførsel mellem de forskellige uddannelser og at skabe et sikrere fundament for fastlæggelsen af optagelsesbetingelserne til de videregående uddannelser.
The comparison of levels was carried through on the basis of a desire to create better possibilities of credit transfer between the different courses and to create a more stable foundation for the establishment of admission requirements for the higher education courses.
Som led i udvalgets arbejde blev der gennemført en spørgeskema­undersøgelse.
As a part of the work of the committee, a questionnaire study was carried out.
10 folkeskoler, 5 handelsskoler, 5 tekniske skoler og 5 gymnasier blev stillet følgende spørgsmål:
10 basic schools, 5 commercial schools, 5 technical schools and 5 Gymnasia were asked the following questions:
Indholdet Kan man med sikkerhed se, at metoder og indhold i de enkelte fag ændres, når NIT­redskaber, datalogiske metoder og begreber indføres og anvendes i undervisningen på Deres skole?
Content Is it possible to see with certainty that methods and content in the individual subjects are changed, when NIT-tools and computerrelated methods and concepts are introduced and used in the instruction at your school?
(Udvalget mener, at anvendelsen af NIT­redskaber og datalogiske metoder allerede til en vis grad har ændret metode og indhold i fagene, og at denne udvikling vil fortsætte).
(The committee believes that the use of NIT-tools and computerrelated methods have already to some extent changed the methods
Sammenhængen Er der behov for en forbedret sammenhæng hvad angår undervisningen i og anvendelsen af NIT mellem Deres skolesystem og øvrige skolesystemer - i givet fald hvorledes?
The connection Is there a need for an improved connection when it comes to the teaching in and the use of NIT between your school system and the other school systems - and if so, how?
(Udvalget peger her på, at en bedre sammenhæng er nødvendig, samt at den sikres bedst gennem en præcisering af behovet for, at eleverne i praksis anvender udvalgte NIT-redskaber - snarere end gennem en standardisering af læseplaner).
(The committee is here pointing at the fact that an improved connection is necessary, and that this is best ensured through a more precise definition of the need for the use in practice by the pupils of selected NIT-tools - rather than through a standardization of curricula).
Lærerforudsætninger Hvilke efteruddannelsesbehov er der på Deres skole brug for: - at gennemføre undervisning i NIT? - at gennemføre undervisning, hvor NIT integreres i fagene?
Teacher qualifications Which inservice training needs do you have at your school: to be able to conduct teaching in NIT? to be able to conduct teaching where NIT is integrated into the subjects?
(Udvalget peger på, at lærerefteruddannelsen fremover bør have et mere fagligt-pædagogisk sigte snarere end et teknisk). "
(The committee points at the fact that the teacher inservice training should in the future have a subject-related-pedagogical aim rather than a technical one)."
På baggrund af de indkomne svar udarbejdede folkeskoleafdelingen i Undervisningsministeriet en sammenskrivning af hovedsynspunkterne :
On the basis of the responses received, the Ministry of Education's Department of Primary and Lower Secondary Education made a synopsis of the main viewpoints:
Ad 1 - indholdet
Re: 1 - The content One of the basic schools has not been able to note any changes in content and methods.
Her erstatter NIT blot skrivemaskiner og opslagsbøger.
Here, NIT has only replaced typewriters and reference books.
På de øvrige folkeskoler har anvendelsen af NIT i undervis ningen betydet større eller mindre ændringer i både metoder og indhold i delområder af fagene, men ikke en generel ændring af hele fag.
At the other basic schools, the use of NIT in the instruction has led to major or minor changes both to the methods and to the content in sub-areas of the subjects but not to a general change to entire subjects.
Tekstbehandling har de fleste steder medført en større vægt på elevernes selvstændige skrivning og på arbejdet med skriftsproget, layout og orden i dansk og sprogfag. Logo og regneark har gjort det muligt fx at arbejde med trigonometriske funktioner i matematik allerede i 5.-6. klasse.
Word processing has in most places led to a greater emphasis on the pupils' independent written presentation and on the work with the written language, layout and neatness in Danish and language subjects.
Fra en skole hævdes det, at kun lærere med baggrund i informatik er i stand til at ændre indhold og metoder vha. NIT.
One school claims that only teachers with a background in informatics are able to change the content and methods by means of NIT.