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INHALTE

Digitalization in Education

Persons in Charge: Priscila Berger / Jens Wolling
Project Period: 2014 up to now

In 1983, the Grünwald Declaration on Media Education pointed out to an existing gap between what educational systems offer and what children and youth experience in terms of media and communication in real life. Since then, information and communication technologies (ICT) made their way into most schools and universities. However, the place that media, especially digital media, should take in formal education is not fully established.

In response to this, this investigation area aims to explore what are the roles that digital media play in educational institutions, especially concerning its implications for the teaching practice. Three projects on the topic were conducted in the last years.

University instructors’ attitudes to students’ media use in class

University instructors’ attitudes to students’ media use in class

The first study on the topic conducted in the research group explored the implications of digital media to the teaching practice. It consists of a survey with university instructors about their attitudes toward students’ media use in class. University instructors from 11 countries reported their opinions about students using media during lessons, how this students’ behavior made they feel, and what actions they employed in relation to students’ media use in class. In the sample (n=146), four attitude patterns were identified in terms of implicit and behavioral aspects: critical-oppressor, aware-active, aware-passive, and enthusiast-welcoming.

Publications
Berger, P. (2017). Beyond plain acceptance or sheer resistance: A typology of university instructors’ attitudes to students’ media use in class. Teaching and Teacher Education, (67), 410–417. https://doi.org/10.1016/j.tate.2017.07.009

Berger, P. (2016). What is it like to teach digital natives? University instructors’ attitudes toward students’ media use in class. In F. Liénard & S. Zlitni (Eds.), Médias Numériques et Communication Électronique (pp. 263–273). Le Havre: Université du Havre.

Media literacy in Thuringian schools

Media literacy in Thuringian schools

A project funded by the Thuringian Ministry of Education, Youth and Sport [Thüringer Ministerium für Bildung, Jugend und Sport] investigated how media education is developed in secondary schools in the state of Thuringia, Germany. Through in-depth interviews with school principals and teachers, a quantitative survey with teachers, and case studies with three best-practice schools, it was found that the absolute majority of educators are convinced about the importance of media education, however, their practice varies considerably. Part of the variance in teachers’ practice of fostering media literacy is related to how important teachers consider that students learn about media literacy, the frequency teachers adopt ICT for instruction, and the training teachers receive. Moreover, differences have been found concerning the school subject that teachers are responsible for and the type of school where they work.

Publications
Berger, P., & Wolling, J. (2019). They need more than technology-equipped schools: Teachers’ practice of fostering students’ digital protective skills. Media and Communication, 7(2), 137-147. https://doi.org/10.17645/mac.v7i2.1902

Wolling, J., & Berger, P. (2018). Die Vermittlung von Medienkompetenz in allgemeinbildenden Schulen: Zentrale Ergebnisse eines Evaluationsprojekts. Ilmenau: Universitätsverlag. https://doi.org/10.22032/dbt.34913

An international persepctive: Relevance of teachers as media educators

An international persepctive: Relevance of teachers as media educators

The International Computer and Information Literacy Study (ICILS), conducted by the International Association for the Evaluation of Educational Achievement (IEA), is the largest media literacy study at the international level. Besides testing the computer and information literacy level of 8th grade students, the ICILS also collects data about the students’ background, schools, and teachers in several countries. The richness of the study allows that, beyond the questions addressed by the ICILS report, further questions are answered with secondary analyses of the data. With the data of the first edition of the study (2013), a three-level multilevel analysis was conducted to investigate what aspects of students, schools and countries characterize students who rely more on teachers to develop computer and information literacy. Results show that access to technology is a significant factor at the student as well as at the country level – students who have less access to information and communication technologies (ICT) at home as well as live in countries that have a lower score in the ICT Development Index tend to rely more on teachers to develop computer and information competences.

Publications
Berger, P. (2019). Who needs teachers? Factors associated with learning ICT skills from teachers in a multilevel analysis of the ICILS data. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 35, 116–135. https://doi.org/10.21240/mpaed/35/2019.10.22.X