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Table of Contents Digital Transformation of Education and Learning - Past, Present and Future Don Passey, Denise Leahy, Lawrence Williams, Jaana Holvikivi, Mikko Ruohonen Front Matter Digital Education Across Educational Institutions An Integrated Model of Digitalisation-Related Competencies in Teacher Education Swantje Borukhovich-Weis, Torsten Brinda, Veronika Burovikhina, Michael Beißwenger, Björn Bulizek, Katharina Cyra, Inga Gryl, David Tobinski, Mike Barkmin 3-14 Primary Education Student Teachers’ Perceptions of Computational Thinking Through Bebras Tasks Miroslava Černochová, Hasan Selcuk 15-27 Programming Concepts in Lower Primary Years and Their Cognitive Demands Ivan Kalaš, Klara Horvathova 28-40 “Literacy from Python” Lawrence Williams, Beth Mead 41-53 Advocating for Educational Support to Develop Socially Disadvantaged Young People’s Digital Skills and Competencies: Can Support Encourage Their Human Development as Digital Citizens? Toshinori Saito 54-66 Developing Inclusive Digital Pedagogies: Reflections on the Past, the Present and Future Directions Sue Cranmer, Cathy Lewin 67-78 Students’ Conceptions of Programming in the Context of Game Design Fatma Batur, Torsten Brinda 79-90 A Closer Look at and Confirmation of the General and Study Interests of Future Computer Science Students Corinna Mößlacher, Max Kesselbacher, Andreas Bollin 91-103 Starter Projects in Python Programming Classes Michael Weigend 104-115 National Policies and Plans for Digital Competence Computer Education in Australia Fifty Years Ago Arthur Tatnall 119-130 Computational Thinking – Forces Shaping Curriculum and Policy in Finland, Sweden and the Baltic Countries Pia Niemelä, Arnold Pears, Valentina Dagienė, Mart Laanpere 131-143 Changing Computer Curricula in Australia Andrew E. Fluck, Anit Girgla 144-155 Development of IPSJ Data Science Curriculum Standard Tetsuro Kakeshita, Kazuo Ishii, Yoshiharu Ishikawa, Hitoshi Matsubara, Yutaka Matsuo, Tsuyoshi Murata, Miyuki Nakano, Takako Nakatani, Haruhiko Okumura, Naoko Takahashi, Norimitsu Takahashi, Gyo Uchida, Eriko Uematsu, Satoshi Saeki, Hiroshi Kato 156-167 Proof of Concept Teaching for 21st Century Digital Literacy in Portugal: A Pedagogical Approach Towards a New Educational Model António Castro, Rui Trindade, Teresa Pereira 168-178 Use of Vclass in Mathematics Education Delivery: The UEW Experience Peter Akayuure 179-191 Needs and Challenges of Smart Agriculture and Entrepreneurship Education – A Case Study by the University of Agricultural Sciences, Dharwad, Karnataka, India M. B. Chetti, K. V. Ashalatha, S. S. Dolli 192-201 Learning with Digital Technologies Vocational Education During School Shutdown - A Danish Case on Emergency Remote Teaching Bent B. Andresen 205-214 Analysis of Practical Examples of a Real-Time Online Class on Agriculture in Space, Using the Collaborative Learning Tool “Digital Diamond Mandala Matrix” Seiichiro Aoki, Shinzo Kobayashi, Takahiko Naraki, Toshio Okamoto 215-221 AsTRA – An Assessment Tool for Recognition and Adaptation of Prior Professional Experience and Vocational Training Simone Opel, Cajus Marian Netzer, Jörg Desel 222-233 Is It Real? – Learners’ Perceptions on Tele-Immersive 3D Video Technology and Its Further Use in K-12 Education Erkki Rötkönen, Calkin Suero Montero, Nicolas Pope, Erkki Sutinen 234-246 DigiFit4All – Conceptualisation of a Platform to Generate Personalised Open Online Courses (POOCs) Stefan Pasterk, Lukas Pagitz, Albin Weiß, Andreas Bollin 247-258 Management Issues What Kind of E-assessment Feedback Is Important to Students? An Empirical Study Djordje M. Kadijevich, Danijela Ljubojevic, Nikoleta Gutvajn 261-273 Shifting to a Technology-Driven Work Mode: Workplace Learning and Dynamic Capability in the Case of a Public-Sector Service Organisation Katriina Vartiainen 274-285 Digital Transformation of Education and Learning Through Information Technology in Educational Management Javier Osorio, Monica Banzato 286-295

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