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                <text>Deze toolkit benadert STEM op een creatieve manier via digitale kunst. Hij bevat instructies voor activiteiten met onder meer VR-brillen en andere digitale technologieën, waarmee projecten rond robotkunst en digitaal geluid kunnen worden gemaakt.</text>
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                <text>Zomer 2021</text>
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                <text>Naamsvermelding-NietCommercieel 4.0 Internationaal
Girls in STEM Erasmus+
Europees projectnummer</text>
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                <text>Robotica, programmeren en elektronica via reverse engineering.</text>
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                <text>Een toolkit voor leraren en jongerenwerkers om workshops en activiteiten rond reverse engineering te organiseren. De toolkit bevat handleidingen voor projecten zoals een rookmachine maken van een föhn en een stofzuiger van een plastic fles. Ook 3D-scannen en 3D-printen komen aan bod.</text>
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              <text>&lt;a href="https://link.springer.com/article/10.1186/s40561-025-00366-5#citeas"&gt;https://link.springer.com/article/10.1186/s40561-025-00366-5#citeas&lt;/a&gt;</text>
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                <text>Towards high-quality informatics K-12 education in Europe: key insights from the literature</text>
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                <text>An article which reviews informatics education in European primary and secondary schools using over 180 academic and policy sources.
It examines how informatics is currently implemented (including curricula, teaching methods, and policies). Emphasis is given on the importance of high-quality informatics education for preparing students for the digital economy and society - 
key challenges in four areas are identified: students, teachers, schools, and curriculum/resources.</text>
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                <text>Authors and Affiliations
University of Piraeus, Piraeus, Greece
Demetrios Sampson &amp; Panagiotis Kampylis
Universidad de Sevilla, Sevilla, Spain
Jesús Moreno-León
Institute for Educational Technologies, National Research Council, Rome, Italy
Stefania Bocconi</text>
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Demetrios Sampson &amp; Panagiotis Kampylis
Universidad de Sevilla, Sevilla, Spain
Jesús Moreno-León
Institute for Educational Technologies, National Research Council, Rome, Italy
Stefania Bocconi

The authors acknowledge the valuable feedback provided by Anusca Ferrari and Leonie Bultynck to an early draft of the manuscript.</text>
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