How do I learn computers practically
"Digital apparatus gymnastics" by Susanne Klein in the SZ from 16./17. September:
Hardly any added value
It is beneficial if the "digitization of schools" (whatever that means) is not commented on with unanimous approval in the press. Usually reports are more fascinated by young, dynamic teachers who are only equipped with a tablet computer and who walk into the classroom in a relaxed manner and thus supposedly inspire the students. The milkmaid calculation "modern medium + teaching = modern teaching" is often believed.
Numerous studies have sufficiently shown that a generally better learning performance of the students through computer-aided teaching cannot be proven. The much-noticed extensive meta-meta-study by the New Zealand educational scientist John Hattie also comes to an effect size of only 0.37 for "computer-assisted instruction" on average. This does not even correspond to the average value of 0.40 for all conceivable teaching influences. There are certainly situations in which above-average positive effect sizes of 0.54 to 0.96 are achieved. Otherwise the computer-based teaching per se is neither better nor worse than the "normal" teaching.
If the "digitization of education" is now increasingly called for by politicians, this is happening against better judgment. A drug whose effectiveness cannot be proven will not be approved at all. Apparently none of the supposedly "modern" education politicians cares that the added value of a "digitization of schools" has not been proven. The financial outlay for acquisition and maintenance is enormous. Only the profit for providers of digital software and hardware is guaranteed, not the added value for the students.
The learning success depends primarily on the intensity with which students deal with the content. Unfortunately, there is no such thing as an effortless, guaranteed successful learning process like the "Nuremberg funnel".
Germany's expenditure on education (which is already below the OECD average) should be used more wisely and sensibly - for example for more teaching positions. It is an anachronism that classes in Germany still have to be taught in class sizes that were more than 50 years ago. Dr. Franz Kestler, Holzkirchen
Bring on the new technology!
The digital possibility (PC, smartphone, internet, etc.) is another cultural technique that is appropriate to our culture today. "25 pairs of eyes stare at 25 monitors," writes Susanne Klein critically; I ask, why should it be more productive these days when 25 pairs of eyes look at 25 paper worksheets? I now expect from educational policy that digital "cultural technology" will finally (also and especially) be taken for granted in schools, on an equal footing and without thresholds! made available to future generations. Only then can the required pedagogical discussion be conducted in a meaningful way. Kay Brockmann, Hamburg
Ask doctors, not companies
Although it is actually time to "counter the reflexive call for the digital school with an educational reflection", it is questionable whether the efforts of Google, Apple, Microsoft, Bertelsmann, Telekom and Co. to get education in their hands will allow this . Because the main initiative for digitizing education comes from the IT industry. A tablet PC for every student, promising a billion dollar business. The interim report of the platform "Digitization in Education and Science" states who advises the Federal Ministry of Science - namely actors in the IT industry: from Bitkom, the Gesellschaft für Informatik (GI) to Microsoft, SAP to Telekom, everyone is represented.
Pediatricians, pedagogues, learning psychologists or neuroscientists who deal with the consequences of using screen media in children and adolescents are not represented. You have to keep in mind what could change as a result of the digitization of schools: The students sit individually at the tablet PC, are monitored and controlled by algorithms. A talking computer gives tasks and exercises. Digital teaching means a step towards "school without a teacher". Teachers are being replaced by autonomous digital technology and degraded to learning guides. There is no need for creativity or lateral thinking. The software options, developed by Google and Co., provide programmed competencies. One no longer teaches posture, but usable behavior, that is the core of competence orientation.
Since no study has so far shown that the use of digital media leads to better student performance, many countries that are ahead of Germany in digitization are already correcting the digitization hype. Trudi Christof, Aßling
Possibilities and limits
I have been in school for 17 years, born in 1971 and grew up with the good, old C 64. So I'm also a child of early digitization and see the possibilities, but also the limits. Digitization in schools is completely overestimated, and every unsuspecting person crows for it. The colleagues in the schools are wondering what the theater is supposed to do anyway. Andreas Phieler, Oldenburg
14 theses against scaremongering
I am 62, a high school teacher in Berlin and have been working with computers since the 1980s and with digital blackboards for several years. As the author of a collection of methods for music lessons (Esslingen 2016), I have dealt intensively with the question of the extent to which the use of computers requires or generates new methods.
On the occasion of the Bertelsmann Foundation's latest media campaign, I formulated 14 theses on the subject of "digitization of schools".
1. The term "digitization" obscures a distinction that is important for pedagogy between a) devices, b) their operation and c) internet access, WiFi and internet usage.
2. All children and young people know how to use computers and digital devices before they go to school. School has very little influence compared to parents.
3. The use of private devices (laptops, smartphones) in class is practical and therefore common.
4. Computers in schools and computer science as a school subject have been around for around 20 years. Elective courses convey the basics of programming. That this does not apply to 100 percent of all German schools is no reason to panic (do).
5. The acquisition of computers only makes sense if money and personnel are available for their maintenance, backup and renewal in the long term.
6. Devices that are used in schools are often not robust enough and not designed for constantly changing users.
7. Working with computers can only be used as a method in exceptional cases, otherwise it is a technique that makes teaching and preparation easier.
8. Teaching about the dangers of the Internet and media use does not need new equipment, but educational concepts and convincing materials.
9. Although the world writes more on keyboards than with pens, typing with ten fingers is still not taught in school.
10. Nobody learns much faster or becomes more intelligent or exerts more effort because a computer or a digital blackboard is used while learning.
11. Those who commission studies, the result of which is the demand for "digitization of schools", must be asked whose interests they represent.
12. The disproportion between a lack of investment in staff and buildings on the one hand and the high costs of comprehensive computer equipment and maintenance on the other hand is monstrous.
13. More urgently than expensive and high-maintenance equipment, schools need sufficient and well-trained teachers, better equipment with material resources and functional buildings.
14. The educators have to decide. How would computer companies react if German teachers publicly denounce the social incompetence of many of their employees and demand comprehensive social training? Micaëla Grohé, Berlin
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