natgillin/translations-raw huggingface dataset:
Det betyder, at de fleste undervisere enten må udvikle egne metoder eller benytte andres praktiske erfaringer; resultatet er, at systematikken og erfaringsopsamlingen bliver tilfældig.
The possibilities provided by the use of edp in the Gymnasium and HF at the same time put a question mark against the form of knowledge and skills which it is desirable to give to the students.
Fremtidsplaner
THE IMPACT OF EDUCATION ON NIT
Som en foreløbig afslutning på kvalitetsudviklingsarbejdet på
Some subjects have however not found it that easy to use NIT in the instruction.
NIT-området udformede Undervisningsministeriet en opfølgningsplan. Planen indeholder en vurdering af udvalgets resultater, et mål for det fremtidige arbejde, en beskrivelse af indsatsen og en placering af ansvaret for, at opgaverne bliver fulgt op.
some subjects now concentrate on the human and social consequences, the ideological, economic or political consequences of one choice or the other of new computer technology or in other words: the attitude-related ethical aspect of the new technology.
Vurdering Diskussionen om placeringen af NIT i uddannelserne føres i dag ikke i tilstrækkelig grad på tværs af uddannelserne.
The teachers experience it as a huge and demanding pedagogical adjustment process.
Der er derfor ikke sammenhæng i integrationen af NIT i uddannelses systemet.
Applied NIT has not yet become a well-defined discipline in the upper secondary school teachers' university education and in their pedagogical education.
Det er derfor heller ikke muligt at lade forudsætninger fra folkeskolen danne grundlag for anvendelsen af NIT i erhvervsuddannelserne og gymnasium/hf.
This means that most teachers either have to develop their own methods or use the practical experience of others; the result of this is that the systematics and the compilation of experience become erratic.
Mål At gøre NIT til en integreret del af lærernes faglige og pædagogiske uddannelse.
As a temporary conclusion of the quality development work in the field of NIT, the Ministry of Education drew up a followup plan.
Indsats NIT gives større vægt i lærernes uddannelse - herunder også i seminariernes læreruddannelse.
This plan comprises an assessment of the results of the committee, an aim for the future work, a description of the effort and the placing of the responsibility for the followup activities.
Vurdering NIT indgår ikke på tilstrækkelig systematisk måde i lærernes (alle skoleformer) faglige og pædagogiske efteruddannelse.
Assessment The discussion about the position of NIT in education does not to a sufficient extent cut across the different levels of the education system.
Hverken anvendelsen af særlige, fagligt relevante programmer eller behovet for særlig NIT-kompetence på skolerne ("datavejledere") bliver tilgodeset i tilstrækkelig grad.
It is therefore not possible either to let the qualifications acquired in the Folkeskole form the basis for the use of NIT in vocational education and training and in the Gymnasium/HF.
At gøre NIT til en integreret del af den løbende faglige og pædagogiske efteruddannelse for lærere i alle skoleformer.
Aims That all students have the same possibilities of using NIT in -the instruction and to create a better continuity in the use of NIT at the different levels of the education system.
Efteruddannelsen skal sigte på såvel de faglig-pædagogiske aspekter som på de mere NIT-specifikke, der er nødvendige for "datavej lederne".
Effort All students at all levels shall be acquainted with several standard software types and in connection with the teaching they shall acquire skills in the use of them.
Indsats Der tilrettelægges efteruddannelsestilbud, som både indeholder undervisning i lærernes brug af særlige, fagligt relevante programmer og undervisning i de pædagogiske sammenhænge, som programmerne senere kan indgå i.
It shall be ensured that all students receive instruction in NIT, and that NIT is used as a teaching aid at all levels.
Desuden etableres mere ge nerelle didaktiske kurser. Endelig etableres der kurser for lærere, der vil kvalificere sig som "datavejledere".
Students who so wish shall be given the possibility to devote themselves to NIT in the form of optional education.
Vurdering Indtil der sker et generationsskifte, vil NIT ikke få en naturlig plads i undervisningen i skolens fag, så længe an svaret for, at det sker, i praksis hviler på den enkelte, interesserede lærer.
To make NIT an integrated part of the subjectrelated and pedagogical education of the teachers.
Mål At fremme en koordinering af indsatsen på skolerne, uden at det hæmmer den udvikling, der allerede er sat i gang.
Effort NIT shall be given a higher priority in the initial teacher training course - this includes the teacher training at the colleges of education.
Indsats De enkelte institutioner opfordres til at gøre status på NIT-området med hensyn til efteruddannelse af lærere, koordinering af undervisningen og behovet for teknisk og pædagogisk støtte.
Assessment NIT is not appropriately integrated into the teachers' subjectrelated and pedagogical inservice training (all school forms).
Skolerne/uddannelsesinstitutionerne opfordres til at lave lokale handlingsplaner.
Neither the use of special subjectrelated programs nor the need for special NIT-competence at the schools ("computer counsellors") are complied with to any great extent.
Vurdering NIT's integration i de enkelte fag og i efteruddannelsen af lærerne kan ikke gennemføres, hvis der ikke er tilstrækkeligt med tidssvarende datamaskiner på skolerne.
Aims To make NIT an integrated part of the continuous subjectrelated and pedagogical inservice training of the teachers in all school forms.
Mål At opstille mål for antallet og arten af NIT-arbejdspladser/-datamaskiner på skolerne samt for, hvorledes disse arbejds pladser fordeles pædagogisk mest hensigtsmæssigt på skolernes lokaler.
The inservice training shall aim both at the subjectrelated/pedagogical aspects and at the more NIT-specific aspects which are necessary for the "computer counsellors".
Indsats Skolen og /eller skoleejerne udarbejder planer for anskaffelse og fordeling af udstyr på skolerne.
Effort Inservice training offers shall be organized which both contain instruction in the teachers' use of special subjectrelated programs and instruction in the pedagogical connections which the programs are to form part of at a later date.
Som udgangspunkt bør anvendes NIT KUP-rapporten.
More general didactical courses will furthermore be established. And finally
Vurdering Størstedelen af det internationale samarbejde på NIT­området når kun frem til nogle få, særligt interesserede lærere.
Assessment Not till the advent of another generation will NIT get a natural place in the teaching of the subjects of the school as long as the responsibility for it.. actually happening lies with the individual interested teacher.
Mål At udbrede kendskabet til brugen af NIT i andre landes ud­dannelsessystemer .
Aims To promote a coordination of the efforts at the schools without impeding the development that has already started.
Udsendelse af informationsmateriale.
The schools/educational institutions are invited to draw up local action plans.
FOLKESKOLEN
EQUIPMENT
Alle Folkeskoler er i dag omfattet af lovens bestemmelser om, at eleverne skal have en obligatorisk NIT­undervisning.
Assessment The integration of NIT into the individual subjects and into the teacher inservice training effort cannot be fully implemented, if there are not a sufficient number of up-to-date computers available at the schools.
Det betyder, at elever, der er påbegyndt skolegangen i sommeren 1990 eller senere, skal modtage informatik som em­neundervisning eller tematisk undervisning inden udgangen af 5. klasse i et eller flere af de obligatoriske fag efter skolernes eget valg.
To set aims for the number and nature of NIT-workstations/ computers at the schools as well as for how these workstations shall be distributed in the from a pedagogical point of view most appropriate way in the classrooms of the school.
Kommunernes Landsforening og Undervisnings- og Forskningsministeriet er derfor enige om, at lovændringen ikke medfører øgede udgifter for kommunerne."
Aims To disseminate knowledge about the use of NIT in the education systems of other countries.
Det skete dog ikke generelt i kommunerne, og derfor er det store investeringer, der skal til mange steder.
Dissemination of information material.
Bemærkningen om de 4 arbejdspladser gav anledning til misfortolkninger i retning af, at en skole kunne nøjes med at an skaffe 4 arbejdspladser en gang for alle til at dække skolens samlede behov for udstyr på informatikområdet.
Today, all basic schools are comprised by the provisions of the act stipulating that all pupils shall receive obligatory NIT-instruction.
Det der står er, at som en start på den obligatoriske undervisning for de 1. klasser, der startede i august 1990, skal anskaffes 4 NIT-arbejdspladser.
As a result of the experience gained in the period 1984-90 with the optional subject of informatics, the Parliament decided to introduce an obligatory topic in informatics in pursuance of section 6 of the Act on the Folkeskole - with effect from 1 August 1990.
Derefter skal udbygningen fortsætte i det nødvendige omfang i forhold til den obligatoriske undervisning, og så skal skolen desuden have/anskaffe udstyr til resten af skolens undervisning og klasser. For nogle skoler et næsten uoverkommeligt og uoverskueligt krav, fordi man end ikke var gået i gang med indkøb af hardware.
This means that pupils who have started school in the summer of 1990 or later shall have informatics as topic instruction or thematical instruction before the end of the 5th form in one or more of the obligatory subjects according to the choice of the individual school.
Formålet med undervisningen er: ­ eleverne skal være fortrolige med at benytte maskinel og programmel. ­ eleverne skal opnå kendskab til, hvordan datamaskinen an­vendes i kommunikations­ og problemløsningsprocesser. ­ eleverne skal opnå kendskab til, hvordan kommunikations­ og problemløsningsprocesser påvirkes af anvendelsen af datama­skiner.
Economy In the notes to the change of the act, it is furthermore stated: "The Ministry of Education and Research considers 4 workstations per school to be sufficient to ensure that the teaching in the section 6 topic can be carried through. The required level is expected to be reached in that the municipalities continue with their NIT-purchases for the schools to the same extent as before and that they meet the inservice training needs within the existing budgetary framework.
Undervisningen skal give eleverne grundlæggende betjenings­mæssige færdigheder samt et indledende kendskab til de begreber og metoder, som benyttes i problemløsnings­ og kommunikations­processer.
The National Association of Local Authorities and the Ministry of Education and Research therefore agree that the change in the act does not lead to any further expenditures for the municipalities."
Desuden skal eleven gennem undervisningen erfare, at anvendelsen af datamaskinen påvirker disse processer, og at den kan få betydning for den måde, processerne udføres på og for resultatet.
The note gave rise to many discussions about interpretations, because they meant that the school owners (the municipalities) were to bear the whole expenditure for the NIT-purchases and the inservice training of teachers without any support from the State.
Undervisningen skal belyse tre aspekter: betjeningsaspektet, begrebsaspektet og betydningsaspektet og vægten i undervis­ningen skal lægges på almene principper, begreber og færdig­heder, så eleverne sikres handlemuligheder i anvendelsessitua­tioner.
The reason why there was agreement between the State and the municipalities to this effect was that the municipalities had already, when the optional subject of informatics was introduced at the 8th to 10th form levels in 1984 been encouraged to create the framework for the obligatory instruction in informatics parallel with this development.
Undervisningen skal skabe struktur og sammenhæng i elevernes NIT­verden, så de bliver i stand til at anvende NIT på en hensigtsmæssig måde.
The note about the 4 workstations gave rise to misinterpretations to the effect that a school did not have to go beyond purchasing 4 workstations once and for all to cover the school's total need for equipment in the informatics area.
Det betragtes som så vigtigt, at det karakteriseres som en kulturteknik i Undervisningsministeriets vejledende materiale.
What is actually said is that as a start to the obligatory instruction in the 1st forms which commence in August 1990, 4 NIT-workstations must be provided.
Det betyder, at undervisning i det obligatoriske emne informatik er undervisning i en ny kultur­teknik.
After that, the extension shall continue to the necessary extent in relation to the obligatory instruction, and then the school shall furthermore have/purchase equipment for the rest of the school's teaching and classes.
Undervisningen 'i det obligatoriske emne skal således være med til at skabe forudsætninger for, at elevernes almene dannelse er i overensstemmelse med det nutidige samfund.
For some schools, it was an almost insurmountable and immeasurable demand because these schools had not even started with their
Forår '92
Page 118
Indholdet i undervisningen skal udgøre det fundament af NIT­viden og ­færdigheder, som alle skal have.
NIT-knowledge and skills which everybody must have.
Desuden skal under­visningen i informatik støtte og supplere den undervisning, der udføres i forbindelse med integration af NIT i skolens andre fag.
The teaching in informatics must furthermore support and supplement the teaching which is carried out in connection with the integration of NIT into the other subjects of the school.
Indholdet skal vælges ud fra tre hovedområder:
The content must be selected from three main areas:
Datamaskiner og programmer Eleverne skal gøres fortrolige med at benytte datamaskiner og programmer ­ de skal have opbygget hensigtsmæssige billeder af, hvordan de virker og samvirker.
Computers and programs The pupils shall be familiarized with the use of computers and programs - they shall have an appropriate picture of how computers work and work together.
I undervisningen skal der arbejdes med datamaskinens opbygning og virkemåde.
The instruction shall concentrate on the structure and functioning of the computer.
Eleverne skal lære at betjene datamaskinen og de samhørende enheder for derved at opnå en forståelse af sammenhængen mellem datamaski­ne, program og data.
The pupils shall learn to operate the computer and the connected units in order to thus gain an understanding of the connection between computer, program and data.
Datamaskinens anvendelse i kommunikations­ og pro­blemløsningsprocesser Her skal der lægges vægt på, at eleverne får kendskab til principper og metoder i anvendelsen af datamaskinen og til, at visse principper og metoder går igen i mange anvendelser.
The use of the computer in communication and problemsolving processes Here it is underlined that the pupils shall acquire knowledge of principles and methods in the application of the computer and of how certain principles and methods recur in many applications.
De skal stifte bekendtskab med begreberne model, information, data, program og algoritme samt med processerne repræsentation, databehandling, fortolkning og transmission.
They shall be acquainted with such concepts as model, information, data, program and algorithm as well as with such processes as representation, data processing, interpretation and transmission.
Datamaskinens indflydelse på kommunikations­ og problemløsningsprocesser Her er det vigtigt, at eleverne får kendskab til hvilken rolle datamaskinen spiller, når den anvendes i kommunikationspro­cesser.
The influence of the computer on communication and problemsolving processes Here it is important that the pupils acquire knowledge of the role played by the computer, when it is used in communication processes.
De skal ud fra konkrete undervisningseksempler erfare, at anvendelsen i mange tilfælde ændrer den måde, processerne udføres på, og de skal erfare, at datamaskinen har betydning for slutresultatet.
On the basis of concrete examples, they shall experience that the use may in many cases change the way in which the processes are carried out, and they shall experience that the computer is important for the final result.
I undervisningen skal de tre hovedområder behandles sideløbende
The teaching shall treat the three main areas concurrently and in such a way that they mutually support and elucidate each
Praktisk arbejde ved datamaskiner skal indgå som en væsentlig bestanddel af undervisningen.
Practical work with computers shall constitute an important part of the instruction.
For at konkretisere indholdet i undervisningen mest muligt, skal den tage udgangspunkt i praktiske anvendelseseksempler, der har relation til elevernes hverdag og daglige arbejde i skolen.
In order to concretize the content of the teaching as much as possible, it must take its point of departure in practical examples related to the pupils' everyday life and work at school.
Anvendelseseksemplerne kan knyttes til ét eller flere af følgende temaer:
The examples can be related to one or several of the following themes :
Billeder (tegninger) og datamaskinen. Modeller og datamaskinen. Viden og datamaskinen. Styring og datamaskinen.
Pictures (drawings) and the computer.
Undervisningen kan tilrettelægges ud fra mange forskellige temaer, men i det vejledende materiale fra Undervisningsmini­steriet pointeres det vigtige i, at fagets grundlæggende aspekter tilgodeses og at undervisningen omfatter alle fagets tre hovedpunkter. Vægtningen af betjenings­, begrebs­ og betydningsaspektet skal tilpasses elevernes alder og NIT­erfaring.
The teaching may be organized on the basis of many different themes, but the instructive material issued by the Ministry of Education points at the importance of the fact that the basic aspects of the subject are dealt with and that the teaching comprises all three main points of the subject.
Starter undervisningen i indskolingen er det natur­ligt at lægge hovedvægten på betjeningsaspektet, foregår den derimod i en 5. klasse, hvor eleverne tidligere har arbejdet med datamaskiner, kan hovedvægten lægges på begrebs­ og be­tydningsaspektet .
If the teaching starts at the in-schooling stage, it is natural to lay the main emphasis on the operational aspect; if on the contrary it takes place in a 5th form, where the pupils have worked with computers before, the main emphasis may be laid on the conceptual and semantic aspects.
Undervisningsministeriet anbefaler desuden, at man tager udgangspunkt i temaerne A og C i danskundervisningen på 1.­2. klassetrin, og på 3.­5. klassetrin tager udgangspunkt i temaer­ne Β og F i matematikundervisningen og temaet C i faget billed­
The Ministry of Education furthermore recommends that the teacher takes his point of departure in themes A and C in the Danish classes at the 1st-2nd form levels, in themes Β and F in the mathematics classes and in theme C in the visual arts classes at the 3rd to 5th form levels.
Forår '92 kunst.
levels.
VALGFAG Med indførelsen af den obligatoriske undervisning i informatik behøver et valgfag på NIT-området ikke at have den bredde, som det har haft i årene 1984-90.
OPTIONAL SUBJECT With the introduction of the obligatory instruction in informatics, an optional subject in the NIT-area does not need the width that it had in the period 1984-90.
Med ændringen af Folkeskoleloven i august 1990 ændrede valgfaget navn fra datalære til NIT, og skolerne har nu mulighed for at lade eleverne fordybe sig i emner, der har med informationsteknologien at gøre.
With the change of the Act on the Folkeskole in August 1990, the optional subject changed name from informatics to NIT, and it is now possible for the schools to let the pupils concentrate on topics that have something to do with information technology.
Skolerne skal selv beskrive fagets formål og udforme en læseplan for undervisningen.
The schools shall themselves describe the aims of the subject and draw up a curriculum for the teaching.
KVALITETSUDVIKLINGSPROJEKTET - OPFØLGNING
THE QUALITY DEVELOPMENT PROJECT - FOLLOW-UP
Gennem kvalitetsudviklingsarbejdet i Undervisningsministeriet blev der afdækket en række forhold i forbindelse med NIT-integration i undervisningen, som gav anledning til, at ministeriet udformede en opfølgningplan.
Through the quality development work carried out in the Ministry of Education, a number of things related to the integration of NIT into the instruction were unveiled which resulted in the elaboration by the Ministry of a followup plan.
Om folkeskolen hedder det:
On the Folkeskole, it reads:
Læseplansarbej de
Curriculum work
"NIT bør indarbejdes i folkeskolens læseplaner.
"NIT should be incorporated in the curricula of the Folkeskole.
Målet er, at NIT kommer til at indgå i læseplanerne for samtlige de fag, hvor det har mening.
It is the aim that NIT shall be incorporated in the curricula of all those subjects where it makes sense to do so.
Folkeskoleafdelingen fortsætter med arbejdet med at skrive supplementer til de eksisterende vejledende læseplaner og undervisningsvejledninger, indtil alle fag er behandlet.
The Department of Primary and Lower Secondary Education shall continue its work of drawing up supplements to the existing curriculum guidelines and teaching guides until all subjects have been dealt with.
Ved en kommende indholdsrevision af folkeskolens fag er Folkeskole afdelingen ansvarlig for, at NIT indgår i læseplanerne for samtlige fag.
At a future revision of the content of the subjects of the Folkeskole, the Department of Primary and Lower Secondary Education will be responsible for seeing to it that NIT forms part of the curricula of all subjects.
De erfaringer, som er indhentet på baggrund af supplementerne til de eksisterende læseplaner, skal indgå i dette arbejde.
The experience gained on the basis of the supplements to the existing curricula shall be included in this work.
Forår '92 blive sammenhæng mellem den grundlæggende undervisning i brug af NIT i grundskolen og undervisningen på de efterfølgende trin."
instruction at the subsequent levels."
"I folkeskolen er der behov for en efteruddannelsesindsats for lærere uden særlige forudsætninger (brugerkurser).
"In the Folkeskole there is a need for an inservice training effort for teachers without special prerequisites (user courses).
Målet er, at langt flere lærere i folkeskolen bliver i stand til at betjene sig af NIT i deres undervisning og som hjælpe middel i deres egen forberedelse og administration af under visningen.
It is the aim that much more teachers in the Folkeskole become capable of using NIT in their teaching and of using it as an aid in their own preparation and administration of the teaching.
Folkeskoleafdelingen anmoder Danmarks Lærerhøjskole, seminarierne og Kommunernes Landsforening om at udarbejde korte kursusforløb (brugerkurser), der har den 'almindelige' lærer som målgruppe, og som konkret angiver, hvorledes NIT kan integreres i de forskellige fag.
The Department of Primary and Lower Secondary Education requests the Royal Danish School of Educational Studies, the colleges of education and the National Association of Local Authorities to organize short courses (user courses) which have the 'ordinary' teacher as their target group and which concretely state how NIT can be integrated into the different subjects.
Kurserne skal tage udgangspunkt i lærernes daglige arbejde i undervisningen.
The courses shall take their point of departure in the everyday work of the teachers.
Der er behov for en afklaring af folkeskolens behov for særlig kompetence (datavejledere).
There is a need to clarify the needs of the Folkeskole for special competence (computer counsellors).
Målet er at definere, hvad en sådan NIT-teknisk,. pædagogisk didaktisk kompetence bør bestå i.
It is the aim to define what such a NIT-technical, pedagogical-didactical competence should consist in.
Folkeskoleafdelingen foreslår kursusforløb med det formål at sikre, at skolernes behov dækkes."
The Department of Primary and Lower Secondary Education proposes courses aiming at ensuring that the needs of the schools are met."
Igangsættelse
Start-up