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As the COVID-19 pandemic worsened in countries across the globe, most governments took the precaution of closing their schools in an attempt to contain the spread of the virus. Schools were forced to replace this time in class with online learning and home schooling, in most cases facilitated by teachers and parents. After weeks of school closures, some countries are now starting the complicated process of gradually reopening their schools. To support these efforts, this COVID-19 country note aims to bring together evidence from various OECD school education surveys conducted prior to the crisis and use it to examine how prepared teachers, students and schools were in Netherlands to face the impact of the COVID-19 pandemic, with a view to informing and guiding future policy responses to the crisis.

"In October 2015, the Department published The Digital Strategy for Schools 2015-2020 Enhancing Teaching Learning and Assessment, the next stage of the ICT in Schools programme. The Digital Strategy for Schools provides a rationale and a Government action plan for integrating ICT into teaching, learning and assessment practices in schools over five years.  This Strategy builds on previous strategies in the area of ICT integration and is the result of research and extensive consultation with education partners and stakeholders. It supports the overall strategy of the Department in a number of key areas including curriculum implementation, skills development, teacher education and learner outcomes"

"Despite a growing effort to implement computational thinking (CT) skills in primary schools, little research is reported about what CT skills to teach at what age. Therefore, the research questions that guide this study read: (1) How is age related to students' success in computational thinking tasks? (2) How are computational thinking tasks perceived by students? (3) How do students' experience learning with respect to computational thinking? 200 primary school students between the age of 6 and 12 participated in this study. These students got introduced to two CT subjects: abstraction and decomposition. We found that age seems to be related with these concepts, with an interaction effect for gender in the abstraction task. No differences found between young and older students in the constructs perceived difficulty, cognitive load, and flow indicate that young primary school students can engage in learning these CT skills."

The education systems of the 59 countries that participated in this survey have demonstrated remarkable resilience, flexibility and commitment to education in having established strategies for education continuity, in extremely challenging conditions, during the Covid-19 pandemic. For the most part, those strategies were viewed positively by senior administrators, teachers, and school and other education administrators, in terms of their implementation and the results they achieved in providing a considerable number of students access to at least part of the curriculum.

All primary school children in England are required to write computer programs and learn about computational thinking. There are moves in other countries to this effect such as the U.S. K-12 Computer Science Framework (CSF) for development.

This curriculum, produced by a working party within CAS, describes in concrete terms what a Computing curriculum at school might look like. It uses the same structure as the National Curriculum Programmes of Study: importance of the discipline; key concepts; key processes; range and content; and level descriptors. It is not cast in stone, so please send feedback. In particular, it is intended to be comprehensible to school teachers (so please tell us if it isn't).

Do today's youth have more opportunities than their parents? As they build their own social and digital networks, does that offer new routes to learning and friendship? How do they navigate the meaning of education in a digitally connected but fiercely competitive, highly individualized world? Based upon fieldwork at an ordinary London school, The Class examines young people's experiences of growing up and learning in a digital world. In this original and engaging study, Livingstone and Sefton-Green explore youth values, teenagers' perspectives on their futures, and their tactics for facing the opportunities and challenges that lie ahead. The authors follow the students as they move across their different social worlds-in school, at home, and with their friends, engaging in a range of activities from video games to drama clubs and music lessons. By portraying the texture of the students' everyday lives, The Class seeks to understand how the structures of social class and cultural capital shape the development of personal interests, relationships and autonomy. Providing insights into how young people's social, digital, and learning networks enable or disempower them, Livingstone and Sefton-Green reveal that the experience of disconnections and blocked pathways is often more common than that of connections and new opportunities."

"Responding to this request, the NCCA carried out research including an audit of curriculum policy related to coding in 22 jurisdictions; a more in-depth investigation in six jurisdictions; and a review of literature on computational thinking. Concluding in a final report with key discussion points and future directions in relation to integrating coding and computational thinking in a redeveloped primary school curriculum."

National School Library Standards crosswalk with ISTE Standards for Students and Educators

Computational Thinking (CT) is emerging as a key competence across all disciplines, professions and throughout society. It can be defined as combining problem solving and design to create useful solutions, informed by the possibilities that Computing offers

Thymio has been developed in the context of a collaboration between the MOBOTS group of the Swiss Federal Institute of Technology in Lausanne (EPFL) and the Lausanne Arts School (ECAL). For Thymio, the development was supported by the NCCR Robotics research program, while Mobsya association took part in the development and managed production and distribution.

In 2015 a curriculum framework for Computational Thinking was developed for lower secondary education in the Netherlands. The framework is based on ISTE and CSTA, translated for the curriculum in the Netherlands and validated by experts, teachers, teacher educators and publishers. Based on this validated curriculum a new learning trajectory was designed for primary education, in collaboration with teachers and principals from three schools.

The Mobile Learning Institute's film series "A 21st Century Education" profiles individuals who embrace and defend fresh approaches to learning and who confront the urgent social challenges that are part of a 21st century experience. "A 21st Century Education" compiles, in short film format, the best ideas around school reform. The series is meant to start, extend, or nudge the conversation about how to make change in education happen.

A Helsinki University researcher says Finland's current digital and 'phenomenon-based' learning methods used in schools may not be suitable for all students

The emergence of new media and platforms has compelled media literacy scholars to review their theoretical frameworks and methodological approaches. Based on a new conception -'transmedia literacy'- that moves from traditional media lite-racy (teaching critical media skills at school) to informal learning and participatory cultures, the research behind the present article aims to understand how new generations are doing things with media and how they learn to do the things they do. The outputs of this international research that involved 8 countries were organised into three sections: 1) transmedia skills, 2) informal learning strategies and 3) emergent issues regarding teens, new media and collaborative cultures. Finally, the article deals with the future perspectives of transmedia literacy as a research and action programme.

Zorg eerst voor een goede basiskennis over tabletvaardigheden binnen één vak. Pas daarna kun je digitale vaardigheden uitbreiden naar de andere vakken.' Dat zegt Sabine Duijmelinck, docent Nederlands op De Nassau in Breda. Deze ontwikkelschool voor Digitale Geletterdheid bij curriculum.nu werkt al jaren volledig digitaal. Zo heeft iedere leerling een tablet met apps die schoolboeken en papieren lesmethodes vervangen.

Digitale geletterdheid maakt deel uit van de zogenoemde 21ste-eeuwse vaardigheden, vaardigheden die nodig zijn om te kunnen functioneren in de kennis- en netwerksamenleving van de toekomst. Over het minimumniveau dat nodig is voor maatschappelijke participatie, is nog geen overeenstemming. In het verlengde daarvan ligt ook niet vast wat leerlingen moeten weten en kunnen als zij uitstromen uit het praktijkonderwijs. Verder zijn er nog geen toetsen beschikbaar waarmee scholen voor praktijkonderwijs het beginniveau en de ontwikkeling van de digitale geletterdheid van hun leerlingen op een onderbouwde manier in kaart kunnen brengen. Nog niet, maar er wordt in verschillende organisaties aan gewerkt. De school heeft een belangrijke functie bij de ontwikkeling van digitale geletterdheid van leerlingen in het praktijkonderwijs; zij leren deze competenties minder gemakkelijk zelf aan en krijgen in de huiselijke omgeving minder ondersteuning.

"The ISTE Essential Conditions are the 14 critical elements necessary to effectively leverage technology for learning. They offer educators and school leaders a research-backed framework to guide implementation of the ISTE Standards, tech planning and systemwide change. "

This document outlines key aspects related to Common Sense Education's original Digital Citizenship Curriculum Scope & Sequence as compared to our all-new curriculum in 2019. Overall, lessons and other resources included in the new curriculum are easier to use and more relevant for teachers and students today. You will find an explanation of the topic differences, lesson differences, and recommendations for your classroom, school, or district to update your curriculum and plans with our new resources.

"The Edison robot is a powerful, engaging tool for teaching kids STEM, computational thinking and computer programming in a hands-on way. "