natgillin/translations-raw huggingface dataset:
Det affødte en lang række aktiviteter på området informatik og pædagogik i årene 1985-91.
It helped bringing about a great number of activities in the area of informatics and pedagogics during the period 1985-91.
Der blev opbygget en samling af de datamater og programmer, der var almindeligt forekommende i grunduddannelserne.
A collection was started. It was to hold those computers and programs which were commonly used in basic education.
I det omfang det var praktisk muligt har de været tilgængelige for lærere og andre interesserede.
They have as far as possible been available to teachers and other interested parties.
Samlingen blev suppleret med et tidskrifts- og bogbibliotek.
The collection was supplemented by a library of periodicals and books.
CPI deltog i og arrangerede nationalt og internationalt studierejser, konferencer, informationsmøder, seminarer og workshops for på den måde at hjemhente og videreformidle viden om informatikområdet.
The CPI participated in and organized national and international study visits, conferences, information meetings, seminars and workshops in order to gather and disseminate knowledge in the field of informatics in this way.
CPI fungerede som Danmarks Eurocleecenter og var dansk repræsentant i FAST-samarbejdet.
The CPI functioned as Denmark's Euroclee-centre and was the Danish representative in the FAST-cooperation.
CPI har udsendt informationsmateriale om NIT og undervis ning på det sagkyndige niveau til undervisere og på det gene relle niveau i form af artikler og omtale i fag- og dagblade.
The CPI has published information material on NIT and on training at expert level for teachers and training at general level in the form of articles and press coverage in professional journals and newspapers.
CPI har udviklet og afholdt kurser, der rettede sig mod lærere, programudviklere og beslutningstagere i folkeskolen og gymnasiet.
The CPI has developed and held courses directed at teachers, program developers and decision-makers in the Folkeskole and the Gymnasium.
Efter aftale med Undervisningsministeriet etablerede CPI i 1985 en programstøtteordning med meget begrænsede midler.
According to an agreement with the Ministry of Education, the CPI established a program support scheme in 1985 with very limited funds.
Støtten gik fortrinsvis til græsrodsarbejde blandt lærere, i
The support was first and foremost allocated to grassroot work among teachers, in associations and in publishing houses.
Forår '92 foreninger og på forlag. CPI udgav publikationer, som beskrev de kriterier, der burde lægges til grund for valg af datamater og undervisnings­programmer .
As a rule, the financial basis of the cooperation is such that a town/municipality pays a basic sum per pupil to the organization, and teachers are furthermore made available to the work for a certain number of hours per week.
Centeret lukkede den 1. maj 1992 efter i de seneste år for­trinsvis at have rettet sin indsats mod erhvervsskoleområdet.
Time and again, the municipal cooperation proved to be of great importance to the development in an area.
Allerede fra slutningen af '7 0erne opstod der en række mellem­kommunale samarbejdeorganisationer, der satte sig det mål at løse nogle af de ressourcetunge pædagogiske opgaver på NIT­området i fællesskab.
As a general rule, there has been a need to act jointly in the first phases of a development task or project, and at the same time there has been a need to coordinate the efforts in order to benefit as much as possible from the limited resources available in the system.
Det drejede sig om indhentning af viden om hardware, udvikling af software, efteruddannelse af lærere, etablering af udviklingsarbejder og dermed direkte og indirekte støtte til lærerne og undervisningen.
As a result of this cooperation, we may mention an analysis of hardware and software, the development of educational programs for many of the subjects of the Folkeskole, ideas for educational modules, a school database and courses for teachers.
Der blev etableret samarbejde mellem større byer på land­splan ­ fx Fembyerne og PUF­samarbejdet (Odense, Ålborg, Esbjerg, Randers og København), inden for et amt ­ fx DAVIS (i Sønderjyllands amt) og EVA (i Vestsjællends amt) eller mellem kommuner i flere amter ­ fx Projektsamvirket (i Københavns, Frederiksborg og Roskilde amt).
The interest in the cooperation fluctuates in step with the need felt at local level at different phases of the development.
Samarbejdet bygger normalt økonomisk på, at en by/kommune betaler et grundbeløb pr. elev til organisationen, og derudover stilles der lærere til rådighed for arbejdet i et antal timer om ugen.
It occurred and occurs, develops, is reduced and ceases to exist, as towns, municipalities and projects begin to be able to cope on their own.
Som resultat af disse samarbejder kan nævnes analyse af
Horsens and Odense, obligatory informatics in the 5th form
Da det var et politisk ønske at få datalære placeret på de mindre klassetrin efter 199 0, var det vigtigt at få indsamlet generelle erfaringer fra med forskellige placeringer af data lære forud for den beslutning Folketingets skulle tage om indholdet i og placeringen af den obligatoriske NIT-undervis-ning.
As there was a political desire to introduce informatics in the early forms from 1990, it was important to gather general experience about different ways of introducing informatics, before the Parliament was to decide on the content and the position of the obligatory NIT-instruction.
Det var desuden vigtigt at få afdækket de problemer, der opstår, når man indføre et helt nyt fag, eller de problemer, der var forbundet med integration af datalære i eksisterende fag.
It was furthermore important to unveil the problems which may occur when a totally new subject is being introduced or when informatics is being integrated into the existing subjects.
Den store bredde i formål, læseplan og undervisningsvejledning for valgfaget datalære betød, at det var muligt at bruge læseplanen som baggrund for en række forsøgs- og udviklingsarbejder på andre klassetrin og med en anden organisation.
The great width in the aims, curriculum and teaching guide for the optional subject of informatics meant that it was possible to use the curriculum as a basis for a series of innovation and development projects at other form levels and with another organization.
Horsens kommune indførte i skoleåret 1985/86 som den første kommune i landet obligatorisk datalære for samtlige elever på 5. klassetrin som et selvstændigt fag.
In the school year 1985/86, the municipality of Horsens as the first municipality in the country introduced obligatory informatics as an independent subject for all pupils in the 5th form.
Odense kommune indførte fra skoleåret 1986/87 en på flere måder tilsvarende undervisning.
From the school year 1986/87, the municipality of Odense introduced a in many ways similar instruction.
Her besluttede man, at alle elever på 5. klassetrin i skoleårene 1986-88 skulle have obligatorisk datalære i et omfang, der svarede til 8 0 lærertimer på et år.
In Odense, they decided that all 5th form pupils were to have obligatory informatics in the school years 1986-88 to an extent corresponding to 80 lessons per year.
Datalæreundervisningen kom til at foregå under vidt forskellige ordninger på kommunens 41 skoler, som 2-timers
The informatics instruction was to be carried out in very different ways at the 41 schools of the municipality: as 2-lesson subjects, as a two-teacher scheme, as divided class instruction and as a periodical scheme.
De to kommuner fik et mindre tilskud fra staten til gennem­førelse af projekterne.
According to the assessment of the teachers, there were only rather insignificant gender differences as far as the interest in and the benefit from the instruction were concerned.
Udviklingsarbejderne gav mulighed for en systematisk indsamling af pædagogiske og organisatoriske erfaringer med indførelsen af et helt nyt fag på skolens mellemtrin.
According to the assessment of the pupils, the teachers may have overestimated the girls' interest somewhat, but the differences were so small that the conclusion was that it was a myth that the subjectmatter of informatics did not interest the girls.
Danmarks Pædagogiske Institut stod for evalueringen og resultaterne er samlet i to rapporter.
On the other hand, pupils with a home computer were well in advance of the others, and this advance did not decline in the course of the year in which the project lasted.
Som helhed mente lærerne, at datalærestof godt kunne til­passes til elever på 10­12 år, og at disse elever havde al­dersmæssige forudsætninger for at få et rimeligt udbytte af undervisningen især hvad angik betjening og anvendelse af datamaskinen mindre i forhold til programmering af den.
Organizationally, most teachers preferred a divided class scheme, where the pupils were from the start divided into two groups, each with two weekly lessons for 6 months.
Når man ser på lærernes vurderinger, var der kun ubetydelige kønsfor­skelle hvad angik interessen og udbyttet af undervisningen.
The argument was mainly that there was thus an appropriate number of computers in relation to the pupils and that the pupils benefitted most from being taught in small groups.
Ser man på elevernes vurderinger, har lærerne måske overvurderet pigernes interesse lidt, men forskellene var så små, at konklu­sionen var, ­at det var en myte, at datalærestoffet ikke var noget for piger. Til gengæld havde elever med hjemmecomputer et stort fagligt forspring, som ikke blev formindsket i løbet af det år, forsøget varede.
Many teachers were however also in favour of a periodic scheme where the instruction in informatics was carried out as theme instruction for longer or shorter periods of the school year, because this was to a greater extent than any other organizational forms an initial step towards a general integration of NIT into the subjects.
Organisatorisk foretrak de fleste lærere en deleholdsord­ning, hvor eleverne fra starten blev delt i to hold, der hver fik to ugentlige timers undervisning i et halvt år.
The State's invitation to the municipalities to promote the integration of informatics into the obligatory instruction from 1984 was not followed.
Begrundel­sen var først og fremmest, at der dermed var et passende antal datamaskiner i forhold til elever og dels, at det gav eleverne det bedste udbytte, at blive undervist på et lille hold.
There were several reasons for this.
Mange lærere gik dog også ind for en periodisk ordning, hvor under­visningen i datalære foregik som temaundervisning i længere eller kortere perioder af skoleåret, fordi den i højere grad end andre organisationsformer lagde op til en generel integra­tion af NIT i fagene.
One of the main reasons for the missing integration of NIT into
En væsentlig grund til den manglende integration af NIT i fagene fra 1984­90 var, at der var for få datamaskiner til rådighed for undervisningen.
the subjects in the period 1984-90 was that there were to few computers available for the instruction.
I perioden 1984­88 blev der over de kommunale anlægsbudget­ter som engangsbevillinger skabt et økonomisk grundlag for anskaffelser på NIT­området.
In the period 1984-88, a financial basis was created via the municipal investment budgets as oneoff grants for purchases in the NIT-area.
Kun få steder blev der etableret konti på driftsbudgetterne til indkøb af hardware og software.
Only very few municipalities established accounts on their operational budgets for the purchase of hardware and software.
Kommunerne/skolerne købte fortrinsvis Piccoline (dansk, CCPM­baseret, 16­bits maskine) og Commodore 64, der som de eneste større leverandører havde øje for folkeskolens specielle behov eller var attraktive på grund af prisen.
The municipalities/schools mainly purchased Piccoline (a Danish CCPM-based 16-bit computer) and Commodore 64 which as the only big suppliers could see the special needs of the Folkeskole or were attractive because of their price.
Men forvirringen på markedet var stor, det var svært at se hvilken retning udvik­lingen ville tage, og skolerne valgte derfor også mange andre typer.
But the confusion in the market was great: it was difficult to see which direction the development would take, and the schools therefore also chose many other types.
En opgørelse fra 1988 viser, at der stod mere end 20 forskellige maskintyper på folkeskolerne.
A stocktaking made in 1988 shows that there were more than 20 different types of equipment at the different schools.
I den sidste del af perioden frem til 1990 skete der en ændring i retning af indkøb af IBM og IBM­kompatibelt, DOS­baseret udstyr, udstyr til tekstbehandling, til lyd­ og bil­ledbehandling (som fx Amiga) eller udstyr med en let tilgænge­lig, ikonbaseret brugerflade (som fx Macintosh), men anskaf­felserne var fortsat fortrinsvis baseret på engangsbevillinger.
In the last part of the period up to 1990, there was a change in the direction of purchasing IBM and IBM-compatible DOS-based equipment, equipment for word processing, for sound and picture processing (e.g. Amiga) or equipment with an easily accessible, icon-based user interface (e.g. Macintosh), but the purchases were still mainly based on oneoff grants.
En anden årsag til, at det gik langsomt med at integrere NIT i
In most municipalities, the purchase of computers did not at the same time lead to an earmarking of funds for the purchasing of programs.
I hvert af landets 14 amter findes en Amtscentral for Undervisningsmidler, der har som opgave gennem udlån, informa­tions­ og kursusvirksomhed at støtte de lokale undervisnings­institutioner på undervisningsmiddelområdet.
In each of the country's 14 counties, there is a county resource centre, whose task it is - through lending, information and course activities - to support the local educational institutions in the area of teaching aids.
De største kommu­ner har etableret pædagogiske centraler med samme formål.
The largest municipalities have established pedagogical centres with the same objective.
Gennem en abonnementsordning er det muligt for undervisnings­middelcentralerne at stille de fleste undervisningsprogrammer til rådighed for gennemsyn men ikke til hjemlån, og det dækkede langt fra lærernes daglige behov for at orientere sig om og i de relativt få materialer, der dog fandtes til deres fag.
Through a subscription scheme it was possible for the educational resource centres to make available most educational programs for inspection but not for use outside the centres, and it far from met the teachers' day-to-day need to.. familiarize themselves with the relatively few materials which existed for their subject.
Valg af maskintype begrænsede yderligere skolernes mulighed et rimeligt alsidigt udbud af undervisningsprogrammer, og det var fx heller ikke alle amtscentraler, der havde programmer selv til Commodore 64 til gennemsyn, og som ydede support, når det drejede sig om denne maskintype.
The choice of equipment types further limited the schools' possibilities of having a reasonably varied supply of educational programs, and it was for instance not all county resource centres either that had programs even for Commodore 64 for inspection and that granted support when it came to this type of equipment.
Forlag, organisationer, institutioner og enkeltpersoner udviklede undervisningsprogrammer, men de var tilbageholdende, fordi der var mangen forskellige maskintyper repræsenteret i folkeskolen, og fordi et marked ikke var etableret.
Publishing houses, organizations, institutions and individuals developed educational programs but they were reluctant, because there were so many different equipment types represented in the Folkeskole, and because a market had not been established.
Staten støttede udviklingen af undervisningsprogrammer gennem Landscentralen For Undervisningsmidler (LFU).
The State supported the development of educational programs through the National Centre for Educational Materials (LFU).
LFU blev oprettet i 1973 ved lov, med det formål at foretage registrering og klargøring af undervisningsmidler, informere om fremstilling og forsyning af undervisningsmidler samt at producere og dis­
The LFU was established in 1973 by act of Parliament. It was the aim of the LFU to carry out registration and preparation of teaching aids, inform about the production and supply of teaching aids as well as to produce and distribute teaching materials.
LFU påtog sig desuden at samle informationer om de program­mer, der fandtes på markedet i 1988, og udgav dem i et katalog til gavn for både producenter og aftagere.
information about the programs available in the market in 1988 and published it in a catalogue of use to both producers and buyers.
Men generelt var initiativerne for spredte og havde for lille gennemslagskraft til, at et marked blev skabt.
But generally speaking, the initiatives were too sparee and had a too limited impact to create a market.
Den vigtigste årsag var utilstrækkelig efteruddannelse hos den store lærergruppe, der ikke kendte til NIT­området fra valgfa­get datalære.
The most important reason was insufficient inservice training in that large group of teachers who had not been acquainted with the NIT-area from the optional subject of informatics.
I 1985 gennemførte Danmarks Lærerhøjskole (DLH) et omfattende efteruddannelsesprojekt ­ SKINFO, SKolen i INFOrmationssamfun­det ­ et 45 timers landsdækkende lærerkursus, der blev planlagt af DLH, men gennemført i lokalt regi.
In 1985, the Royal Danish School of Educational Studies (the DLH) carried through a large-scale inservice training project -the socalled SKINFO-project (short for SKolen i INFOrmationssamfundet - The School in the Information Society) -a nationwide 45-lesson teacher inservice training course which was organized by the DLH but carried out at local level.
Formålet med Lærerkursus 85 var: ­ at orientere om de nye informationsteknologier og give en elementær indføring i datateknik til undervisningsbrug, ­ at give nødvendig baggrund for at kunne diskutere og tage stilling til brugen af informationsteknologi i undervisnin­gen, ­ at give viden og lyst til at overveje og diskutere skolens opgave, struktur og fagkreds i et højteknologisk samfund
The objective of Teacher Course 85 was: to inform about the new information technologies and to give an elementary introduction to computer techniques for teaching purposes, to provide the necessary background for discussing and assessing the use of NIT in the instruction, to provide knowledge and a desire to consider and discuss the task, structure and subjects of the school in a technologically advanced society.
Kurset blev gennemført af tilmeldte studiekredse på skoler over
Approx. 50% of the teachers in the Folkeskole took part in this basic introduction to NIT in education.
Kursernes indhold og organisation var velegnet til en grund læggende introduktion til integration af NIT i fagene og en diskussion af de pædagogiske muligheder, der dengang tegnede sig.
The content and organization of the courses were wellsuited for a basic introduction to the integration of NIT into the subjects and for a discussion of the pedagogical possibilities which were a reality at the time.
Men virkningen i undervisningen udeblev stort set først og fremmest fordi lærernes faglige forudsætninger fortsat var utilstrækkelige og så ikke mindst fordi, der var for få data maskiner og programmer på skolerne.
But the impact on the instruction was more or less nonexistant - mainly because the subjectrelated qualifications of the teachers were still insufficient and not least because there were too few computers and programs available at the schools.
Et varigt udbytte af SKINFO-projektet blev etablering af et Informatikværksted på DLH.
A lasting benefit from the SKINFO-project was the establishment of an Informatics Workshop at the DLH.
Her er der gennem årene blevet udviklet en række programmer, der specielt egner sig til at give børn en grundlæggende forståelse for begreber, processer og sammenhænge på informatikområdet.
Over the years this workshop has been a hotbed for the development of a series of programs which are particularly suitable for providing children with a basic understanding of concepts, processes and connections in the informatics area.
PIGE-/DRENGE PROBLEMATIKKEN
THE GIRL/BOY ISSUE
Baggrunden for instituttets analyser var tre under søgelser på datalæreområdet - to på mellemtrinnet i folkeskolen af obligatorisk datalære fra 1987 og 1988 og en af valgfaget datalære fra 1988. Rapporten er udkommet på engelsk og fransk.
The background of the Institute's analyses was three studies in the area of informatics - two about the intermediate level in the Folkeskole of obligatory informatics from 1987 and 1988 and one about the optional subject of informatics from 1988.
Undervisningsministeriet, Folkeskoleafdelingens strategi på NIT-området
The Ministry of Education, the Department of Primary and Lower Secondary Education's strategy in the NIT-area
I forbindelse med indførelsen af valgfaget datalære i 1984 hed det:
In connection with the introduction of the optional subject of informatics in 1984, the following was said:
I årene op til 1987 blev der alligevel kun gennemført ganske få projekter, der drejede sig om en egentlig integration af NIT i fagene, og behandling af NIT-området blev kun overfladisk beskrevet i de nye vejledende læseplaner og undervisningsvej ledninger.
years up to 1987, and the NIT-area was only superficially described in the new curriculum guidelines and teaching guides.
Derfor blev der i 1987 udarbejdet en handlingsplan i undervis ningsministeriet for NIT-integration i skolens fag.
In 1987, the Ministry of Education therefore drew up an action plan for the integration of NIT into the subjects of the school.
Fremskaffelse af det nødvendige undervisningsmateriale, som kan anvendes til en integreret NIT-introduktion i de små klasser (Idékatalog).
Provision of the necessary teaching material which can be used for an integrated NIT-introduction in the small classes (an Idea Catalogue). 2.
Materialet gøres bekendt for lærerne gennem korte lokalt arrangerede bruger-kurser. 3.
The material shall be made known to the teachers through locally organized user courses. 3.
Erfaringerne med den integrerede NIT-introduktion indsamles for at kunne indgå i beslutningsgrundlaget for indhold, placering og organisation af den obligatoriske NIT-under-visning, som fra 1990 afløser det nuværende valgfag. 4.
The experience gained from the integrated NIT-introduction shall be collected in order to be used in the decision-making as to the content, position and organization of the obligatory NIT-instruction which shall replace the present optional subject from 1990.
Det udvendige læseplansarbejde sættes i gang og afsluttes, så undervisningen kan påbegyndes i skoleåret 1990/91.
The necessary curriculum work shall be initiated and completed so that the teaching can start in the school year 1990/91.
I 1988 begyndte Undervisningsministeriet udsendelsen af en kataloget "Datamaskinen i undervisningen - Idékatalog".
In 1988, the Ministry of Education began to publish the catalogue "The Computer in Education - An Idea Catalogue".
Udsendelsen blev afsluttet i 1989.
The activity ended in 1989.
Kataloget indeholder 21 undervisningsforløb med ideer til, hvordan datamaskinen og anden informationsteknologi kan indgå i
The catalogue contains 21 courses of study with ideas of how the computer and other information technological equipment may form part of the instruction in the 1st to 10th forms within the main areas: informatics, the computer as a topic in the subjects and the computer as a tool in the subjects.
Undervisningsforløbene er beskrevet af lærere og ideerne bygger på forfatternes undervisning på området.
experienced teachers in the field of NIT - for three days, where they had an unlimited supply of teaching materials and computers at their disposal.
Staten dækkede alle de udgifter, der var forbundet med arbejdet.
The State covered all expenses relating to the work.
Undervisningsministeriets Folkeskoleafdeling tilbød fra januar 1990 tolv forskellige kurser som opfølgning på Idékataloget.
From January 1990, the Ministry of Education's Department of Primary and Lower Secondary Education offered twelve different courses as a followup to the Idea Catalogue.