natgillin/translations-raw huggingface dataset:
Kurserne blev planlagt i samarbejde med Idékatalogets forfattere.
The courses were organized in cooperation with the authors of the Idea Catalogue.
Kursernes mål var at støtte indføringen af NIT i under visningen.
It was the aim of the courses to support the introduction of NIT in education.
Kursusindholdet tog udgangspunkt i undervisningsforløbene i "Datamaskinen i undervisningen - Idékatalog" med dets tre hovedområder - begreber, emner og metoder, der knytter sig til informatikken (datalære), datamaskinen som redskab i fagene og datamaskinen som emne i fagene.
The course content took its point of departure in the courses of study indicated in "The computer in education - An Idea Catalogue" with its three main areas: concepts, topics and methods relating to informatics (computer studies), the computer as a tool in the subjects and the computer as a topic in the subjects.
Kurserne indeholdt elementer af undervisningsplanlægning, afprøvning af undervisningsforløb, debat og teori.
The courses contained elements of educational planning, testing of the courses of study, debate and theory.
Instruktørerne var de lærere, der var for fattere til katalogets undervisningsforløb.
The instructors were the teachers who had fathered the courses of study of the catalogue.
Kurserne havde et omfang af tre lektioner á 45 minutter.
The courses consisted of three lessons of 45 minutes' duration.
Kurserne blev udbudt som indtægtsdækket virksomhed fra ministeriet til amtscentraler, kommuner med deres pædagogiske centraler og skoler samt til seminarierne gennem en folder, der
The courses were offered as incomegenerating activities from the ministry to the county resource centres, the municipalities with their pedagogical centres and to the schools as well as to the colleges of education by means of a folder which was sent to all institutions involved in an appropriate number of copies.
Der blev kun gennemført 12­15 kurser præcist som de var tænkt.
Only 12-15 courses were carried through precisely as they were intended.
Undervisningsministeriet fik mange henvendelser om kurserne, men det viste sig ofte, at kursusindholdet var for afgrænset i forhold til det behov skolerne havde. Det bevirke­de, at der blev sat en del kursusvirksomhed i gang med Idéka­talogets forfattere som instruktører men med et indhold, der var tilpasset den enkelte skole eller lærergruppe.
The Ministry of Education received many inquiries about the courses, but it often turned out that the course content was far too narrow in relation to the need of the schools.
Formelt faldt de dermed uden for rammerne for den kursusvirksomhed ministeriet tilbød men inden for handlingsplanens intentioner om at støtte NIT­udviklingen.
They thus formally fell outside the framework of the course activities offered by the ministry but they were covered by the intentions of the action plan to support the NIT-development.
Formålet med programmet var, at støtte lokalt forankret udviklingsarbejde for at tilvejebringe et bredt beslutnings­grundlag for en gennemgribende ændring af folkeskolens indhold.
The Minister of Education set up a council - the Innovation Council of the Folkeskole - with 21-26 members representing organizations and institutions with connections to the Folkeskole.
Undervisningsministeren nedsatte et råd ­ Folkeskolens Udviklingsråd ­ på 21­2 6 medlemmer, der repræsenterede organi­sationer og institutioner med tilknytning til folkeskolen til at rådgive ministeren om forsøgs­ og udviklingspolitikken og om fordeling af bevillingen.
It was to advise the Minister on the innovation and development policy and on the distribution of the funds.
Et forretningsudvalg bestående af 6 af Udviklingsrådets medlemmer skulle varetage de daglige løbende forretninger med indkaldelse, behandling, godkendelse og evaluering af projekterne.
A steering committee consisting of 6 of the members of the Innovation Council was to take care of the day-to-day business relating to the call for, treatment, approval and evaluation of projects.
Sekretariatsopgaverne blev varetaget af Folkeskoleafdelingen.
The secretarial duties were taken care of by the Department of Primary and Lower Secondary Education.
Betænkningen om udviklingsprogrammet rummer et kompromis mellem ønsket om at støtte og fremme en udvikling, der var i gang på skolerne og ønsket om at udstikke rammer for generelle ud viklingsarbejder, som man fra ministeriets side ønskede iværksat. sat.
for general development projects which in the ministry's opinion were to be initiated.
Et af de generelle udviklingsarbejder, der blev sat i gang i 1988 var "NIT-integration i skolens undervisning".
One of the general development projects which were initiated in 1988 was "The Integration of NIT into the Instruction of the School".
Hensigten med projektet var: 1. at få afgrænset hvilke elementer af faget datalære, der bør være obligatoriske for folkeskolens elever 2. at få belyst, hvor i skolens øvrige fag disse elementer naturligt hører hjemme, 3. at beskrive hvordan elementerne kan integreres i fagene, 4. at beskrive de organisatoriske rammer for forløbet - herun der de tidsmæssige.
It was the aim of the project: 1. to delimit the elements of the subject of informatics that should be obligatory for the pupils in the Folkeskole, 2. to elucidate the natural place of these elements among the other subjects of the school, 3. to describe how the elements can be integrated into the subjects, 4. to describe the organizational framework of the course -including the temporal framework.
Der blev indtil 1. april 1990 bevilget i alt ca. 15 mio DKK til projekter, der tog udgangspunkt i NIT-området.
Until 1 April 1990, a total of approx. 15 million DKK were allocated to projects which took their point of departure in the NIT-area.
De fleste af disse penge blev bevilget i december-terminen 1988.
Most of these funds were allocated in the december-term of 1988.
Blandt disse var der ingen egentlige datalæreprojekter. Ca.
There were no real informatics projects among these projects.
5 mio. DKK gik til 138 projekter, der skulle afdække, hvordan elementer af datalære kan integreres i skolens øvrige fag under det ge nerelle udviklingsarbejde "NIT-integration i skolens undervis ning".
5 million DKK went to 138 projects which were to show how elements of informatics can be integrated into the other subjects in the general development work: "NIT-integration into the instruction of the school".
Resten af projekterne belyser anvendelsen af datamaskinen som redskab i fagene.
The rest of the projects illustrate the use of the computer as a tool in the subjects.
Projekterne under det generelle udviklingsarbejde "NIT-integration i skolens undervisning" er blevet evalueret af Danmarks Lærerhøjskole, overvejende finansieret af Udviklingsprogrammet.
The projects under the general development work: "NIT-integration into the instruction of the school" have been evaluated by the Royal Danish School of Educational Studies and have mainly been financed by the Innovation Programme.
Målet for undervisningsforløbene skulle udspringe både af formålet for datalære og for det/de fag, der i øvrigt var involveret i forløbet.
The aim of the courses of study was to originate both in the aim of the teaching of the subject of informatics and in the subject/s which was/were involved in the courses of study as such.
Af ca. 300 ansøgninger blev halvdelen imødekommet og selv om stort set ingen af projekterne fik alle de ansøgte midler
Among the approx. 300 applications, about 50% were approved, and although hardly any of the projects received all the money applied for, 138 development projects were initiated.
For mange af de deltagende lærere har der været tale om en NIT­introduktion snarere end et forsøg på at afprøve en egentlig NIT­integration.
For many of the teachers participating in these projects, it was a matter of an introduction to NIT rather than an attempt to test an actual NIT-integration.
Årsagerne hertil er mange.
The reasons for this are many.
Lærernes kendskab til projektet, til datalære, datamaskiner, undervisningspro­grammer og ­metoder var for ringe til, at de kunne foretage en kvalificeret faglig og pædagogisk planlægning af en integra­tionsundervisning .
The knowledge of the teachers with regard to the project, to informatics, computers, educational programs and methods was too poor for them to be able to make a qualified subjectrelated and pedagogical planning of an integrated teaching.
Et af de væsentligste resultater af det generelle udvik­lingsarbejde er derfor blevet, at der er sat en udvikling i gang på mange skoler.
One of the main results of the general development work has therefore been that a development has been initiated at many schools.
Over halvdelen af de gennemførte udvik­lingsarbejder fortsætter for lokale midler, og lærerne har samstemmende givet udtryk for, at de vil fortsætte med at benytte datamaskinerne.
More than half of the completed development projects continue with local funding, and the teachers have unanimously stated that they will continue to use computers.
Formålet med evalueringsprojektet var at give en underbyg­get og differentieret vurdering af de pædagogiske muligheder for brugen af NIT i den almindelige undervisning med henblik på at skabe grundlag for en forskningsforankret stillingtagen til fremtidig fremstilling og brug af NIT­programmer i skolens almindelige undervisning.
It was the aim of the evaluation project to give a wellfounded and differentiated evaluation of the pedagogical possibilities of using NIT in the ordinary instruction with a view to creating the basis for a research-rooted attitude to the future production and use of NIT-programs in the ordinary teaching of the school.
Den underbyggede og differentierede vurdering blev tilvejebragt ved * at tilbyde store skolevæsener medvirken i planlægning og etablering af udviklingsarbejder, hvori der indgik en systematisk brug af allerede udviklede NIT­programmer, * at foretage en løbende og systematisk registrering af de igangsatte forsøgs­ og udviklingsarbejder * at analysere dette materiale med henblik på at beskrive eventuelle ændringer i undervisningsformer, arbejdsmetoder
The wellfounded and differentiated evaluation was provided by offering large school authorities assistance in the planning and establishment of development projects which included a systematic use of already developed NIT-programs, * carrying out a continuous and systematic registration of the initiated innovation and development projects, analysing this material with a view to describing changes, if any, in teaching forms, working methods and content, describing pedagogical advantages and disadvantages in the use of NIT-programs in comparison with other teaching materials, * registering changes in the teacher role.
Alle udviklingsarbejder under dette projekt er finansieret af lokale myndigheder, etableret uden for Folkeskolens Udviklingsprogram, mens evalueringen har fået 1.5 mio DKK i støtte fra staten.
All development work under this project has been financed by local authorities, established outside of the Innovation Programme of the Folkeskole, but 1.5 million DKK were awarded by the State in support of the evaluation.
Erfaringsindsamlingen byggede på, at de deltagende lærere først skulle beskrive den undervisning, de ville integrere datamaskinen i, som den havde forløbet hidtil uden brug af datamaskine og undervisningsprogram.
The basis of the collection of experience was that the participating teachers were first to describe the teaching into which they wanted to integrate the computer as it had been conducted sofar without the use of computers and educational programs.
Derefter skulle de fører dagbog over udviklingsarbejdet og besvare et spørgeskema om forløbet. Dagbogsbladene kunne så sammenholdes med den traditionelle undervisning og datamaskinens betydning for undervisningen diskuteres.
After that they were to write a journal of the development work and respond to a questionnaire about the project.
Som resultat af dette arbejde foreligger en stor samling af beskrivelser af undervisningsforløb, hvor en lærer i en klasse i et fag har afprøvet et program, og vurderet programmets pædagogiske anvendelse i forhold til sin egen undervisning.
As a result of this work, there is now a large collection of descriptions of teaching courses, where a teacher in a class in a subject has tested a program and assessed the pedagogical use of the program in comparison with his own teaching.
Desuden foreligger der resultater fra spørgeskemaundersøgelser blandt lærerne, hvor hensigten var at få oplysninger i forhold til den undervisning, som læreren forestod før udviklingsprojektet blev sat i gang.
There are furthermore the results of questionnaire studies among teachers, the purpose of which was to get information about the teaching which the teacher conducted prior to the commencement of the development project.
Det generelle indtryk herfra var en positiv holdning blandt lærerne til integration af NIT på trods af, at de mente der var for få datamaskiner til rådighed (generelt 4-12 pr. skole) , at deres egne faglige forudsætninger var for dårlige, og at de generelt ikke havde kendskab til, hvilke programmer, der fandtes til deres fag.
The general impression of this was a positive attitude among the teachers towards NIT-integration in spite of the fact that they found that there were too few computers available (generally 4-12 per school), that their own subjectrelated qualifications were too poor, and that generally they did not have sufficient knowledge about the programs that existed in their respective subjects.
LOVBESTEMTE INITIATIVER
STATUTORY INITIATIVES
Hovedsynspunktet bag indførelsen af NIT i hele den gymnasiale uddannelse er, at NIT skal være en del af den alment kvalificerende undervisning i gymnasiet/hf.
The main idea behind the introduction of NIT in the entire general upper secondary system is that NIT is to be a part of the generally qualifying instruction at upper secondary level.
Det har hidtil været meget forskelligt, hvorledes og i hvilket omfang NIT har været anvendt i gymnasiet; i hf har der ikke eksisteret generel NIT-undervisning.
Sofar there have been great variations as to how and to what extent NIT has been used in the Gymnasium; at the HF-courses, there has not been any general NIT-instruction.
NIT indgik i debatten om ændringen af strukturen for alle ungdomsuddannelser; derfor var det naturligt at fokusere på at omsætte bekendtgørelsens ord til praksis, så NIT både blev beskrevet på et visionært og et praktisk plan i gymnasiet og hf.
NIT was included in the debate about the structural changes in all youth education courses; it was therefore natural to focus on a conversion into practice of the words of the ministerial order, so that NIT was described both at a visionary and at a practical level in the Gymnasium and HF.
Diskussionen byggede på den opfattelse, at det er vanskeligt at forestille sig, at nogle ungdomsuddannelser skulle have NIT integreret i samtlige fag, mens andre uddannelser ikke har det.
The discussion was based on the conception that it is difficult to imagine that some youth education courses were to have NIT integrated into all subjects, whereas other courses were not.
Der blev i 1987 indført et indledende fælleskursus i NIT for eleverne i 1. gymnasieklasse; desuden blev det fastsat, at NIT skulle integreres i alle fag.
In 1987, a common introductory course in NIT was introduced to the students in the 1st year of the Gymnasium; it was furthermore decided that NIT was to be integrated into all subjects.
Det samlede omfang af denne undervisning skulle udgøre 13 0 timer; den betydning, der blev tillagt dette initiativ blev understreget af, at skulle fremgå af pensaopgivelserne, hvorledes NIT havde været inddraget i undervisningen.
The total extent of this instruction was to be 130 lessons; the importance given to this initiative was underlined by the fact that it was to appear from the syllabus presentations how NIT had been included in the instruction.
I forbindelse med en lovændring i 1989 blev edb-fælleskurset på 3 0 timer afløst af et brugerkursus af et lidt mindre omfang.
In connection with a change made to the act in 1989, the edp-common course of 30 lessons' duration was replaced by a user course of a somewhat shorter duration.
Det samlede omfang af NIT-undervisningen udgør herefter ca 100
The total duration of the NIT-instruction is now approx. 100 lessons.
Eleverne får et indledende brugerkursus, der giver dem en generel orientering om skolens edb-udstyr og skolens generelle anvendelsesprogrammer.
equipment of the school and about the general application software available at the school.
Undervisningen foregår i fagene, der har skriftligt arbejde, så det sikres at eleverne lærer praktisk anvendelse af udstyret, fx i form af rapporter eller opgaver.
The instruction takes place in those subjects which include written work in order to ensure that the students learn the practical application of the equipment, e.g. when writing reports or assignments.
Efter den indledende undervisning skal NIT som nævnt inddrages i faglige sammenhænge, både ved praktisk anvendelse og ved principielle diskussioner om den moderne teknologi i forhold til faglige problemstillinger.
Subsequent to the introductory instruction, NIT shall as mentioned be included in subjectrelated contexts both through practical use and through discussions in principle about the modern technology in relation to subjectrelated issues.
Det sker for at gøre det klart for eleverne, at NIT både kan være et redskab i undervisningen og genstand for selve undervisningen.
This is done in order to make it clear to the students that NIT can both be a tool in the instruction and the object of the instruction itself.
Formålet med at inddrage NIT i undervisningen er at eleverne bliver fortrolige med at anvende datamater, at eleverne får kendskab til anvendelse af datalogiske begreber og metoder i forskellige faglige sammenhænge, og at eleverne får indblik i samspillet mellem NIT, individ og samfund og mellem NIT, menneske og kultur, samt får mulighed for at tilegne sig synspunkter og holdninger og danne sig en mening om den moderne teknologi.
The aims of integrating NIT into the instruction are that the students become familiarized with the use of computers, that the students are acquainted with the use of computerrelated concepts and methods in different subjectrelated contexts, and that the students gain an insight into the interaction between NIT, the individual and society and between NIT, man and culture as well as are given the possibility of acquiring views and attitudes and of forming their own opinion about modern technology.
Det understreges i bekendtgørelsen, at undervisningen skal både inden for det humanistiske, det samfundsvidenskabelige og det naturvidenskabelige fagområde, og NIT skal integreres i alle fag.
It is emphasized in the ministerial order that the instruction shall take place both within the humanities, the social sciences and the natural sciences subject areas, and that NIT shall be integrated into all subjects.
Det gennemgåede stof indgår i læsepensum til eksamen i de fag, hvori det er læst, og opgives til eksamen efter de pågældende fags bestemmelser; typisk udgør NIT-stoffet ca 10 % af det
The studied subjectmatter forms part of the examination syllabus in those subjects in which it has been studied and is presented for examination according to the provisions laid down for the subjects in question; the NIT-subject-matter typically constitutes approx. 10% of the syllabus studied.
Brugerkurset I gymnasiet og på de to­årige hf­kurser indledes undervisningen med et brugerkursus; herefter integreres anvendelse af NIT i de enkelte fag.
In the Gymnasium and at the 2year HF-courses, the instruction starts with a user course; on completion of this course, the use of NIT is integrated into the individual subjects.
Denne fagspecifikke brug af NIT er omtalt i de enkelte fagbeskrivelser.
This subjectspecific use of NIT is mentioned in the curriculum for the individual subjects.
Enkeltfagskursister kan også tilbydes brugerkurser; dette er indført for at disse kursister, der har en meget varieret baggrund, kan få mulighed for at skaffe sig forudsætninger for et tilfredsstillende udbytte af indførelsen af NIT i fagene.
Single-subject students may also be offered user courses; this offer has been introduced in order to give these students who have very different backgrounds the prerequisites for benefitting satisfactorily from the integration of NIT into the subjects.
Brugerkurset foregår i forbindelse med et af de fag, som har skriftlig dimension.
The user course is conducted in connection with one of the subjects which have a written dimension.
Det er formålet med brugerkurset, at eleverne/kursisterne på den enkelte institution * kender anlæggets dele, både maskiner og programmer, * kan starte anlægget og kunne hente data enten fra harddisk eller fra udleveret diskette, * opnår en overordnet forståelse for, hvorledes anlæggets forskellige dele fungerer.
It is the aim of the user course that the students of the individual institution * know the different parts of the equipment, both hardware and software, * can start up the equipment and retrieve data either from a hard disk or from a handed-out disk, * get an overall understanding of how the different parts of the equipment function.
Fagintegreret NIT Den fagintegrede, opfølgende del starter allerede under bruger­kurset; derfor skal eleverne trænes til at * løse og fremstille en konkret opgave til afleveringsstandard i et/flere af elevens fag.
Subject-integrated NIT The subject-integrated followup part starts already during the user course; the students shall therefore be trained to solve and make a concrete assignment at hand-over standard in one/several of the student's subjects.
Denne/disse opgave rettes og kom­menteres af en faglærer * kunne vælge mellem forskellige NIT­muligheder til løsning af en faglig opgave (eventuelt kunne argumentere for valget), * rette og redigere i en tekst med henblik på bedre stil/lay­out/afsnitsinddeling, så NIT­anvendelsens mulig­
* be able to choose between different NIT-options for the solution of a subjectrelated assignment (if possible be able to argument the choice), correct and edit a text with a view to improving the
Forår '92 heder styrkes og underbygges, opnå forståelse for, at i en mere bevidst brug af NIT i det daglige arbejde, indgår produktet af bedre og mere målrettet NIT-anvendelse.
* style/layout/division into sections, so that the possibilities of the NIT-application are strengthened and supported, understand that the product of a better and more goaloriented use of NIT is a constituent part of a more conscious use of NIT in the day-to-day work.
Datalære
Computer science
Som udløber af Johnsen-udvalgets arbejde blev der oprettet forsøg med et nyt fag datalære i gymnasiet. I Johnsen-rapporten (nævnt ovenfor under folkeskolen) afgrænse des datalære som fag i gymnasiet og hf og fagets formål, interesseområder og metoder.
As a result of the work of the Johnsen-Committee, an experiment was established with a new subject in the Gymnasium: computer science.
Formålet med det nye fag var at medvirke til bedre kommunikation og bedre problemløsning.
It was the aim of the new subject to contribute to a better communication and to a better problemsolving.
Datalærens kerneområder blev angivet som de processer i samfundslivet, hvor datamaskiner er afgørende for processernes forløb, og datalærens metoder blev karakteriseret ved for malisering, repræsentation, transformation og kommunikation.
The central areas of computer science were indicated as those processes in social life where computers are of decisive importance to the development of the processes, and the methods of computer science were characterized by formalization, representation, transformation and communication.
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.
It was worth noting that the committee laid down an aim which was meant to apply to as different school forms as the Folkeskole, the Gymnasium, universities and vocational schools etc.