This paper is based on analysis and discussion undertaken over several years by researchers, policymakers and practitioners from a range of countries which vary in their approaches to the curriculum for Computer Science. The discussions, undertaken predominantly within the International Federation of Information Processing (IFIP) and EDUsummIT communities were motivated by a need to examine the rationale, issues and challenges following some concerns across the globe about the position and nature of Computer Science in the school curriculum. We summarise our findings and focus specifically on challenges for the computer science education community in communicating, clarifying needs and promoting curriculum change in order to encourage Computer Science in the curriculum both theoretically and practically.

Due to recent developments in the field of artificial intelligence (AI) and its impact on many areas of life, this paper provides an overview of that field, focussing on current approaches, especially in schools. After a clarification of the particular terminology in a wider context, and after a short journey into the history of AI in schools, current initiatives and AI-related approaches on a school level are described. The disciplinary aspect of AI is highlighted. This paper concludes with some implications for the practice of AI education.

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The educational system in Austria is very multifaceted, and academic secondary schools represent an important part in it. This type of schools, in German called "Gymnasium", covers the age-group from 10 to 18 years and provides pupils and students with a broad and general education. For more than twenty years, informatics and computers have increasingly penetrated into secondary education. Austrian academic secondary schools have much freedom to cope with this challenging task within their autonomy. In this paper, a snapshot of the current situation is given with the main emphasis on the 9th grade. Only in this age-group, the "PISA-age", informatics is a compulsory subject. The implementation of additional IT/informatics classes at lower secondary level is exclusively the result of autonomous decisions in schools. Recently, a web-based nationwide online research has been conducted. In this paper some preliminary results are presented.

Abstract. E-maturity as synonym for successful integration of digital technologies in schools can be seen as the golden thread of this paper. It deals with an Austrian case study about recently conducted ICT-certifications within a ministerial e-Learning project. The process of awarding successful Austrian schools with ICT-certificates is founded on an evaluation framework which has been developed independently from other similar European approaches. Finally, it will be argued that understanding the interdependency of successful ICT integration and school development is a key issue to achieve the status of ematurity.