Inclusive digital media education provides challenges for theory as well as practice. One of the most frequently heard questions is the one about the advantages and benefits of digital media within especially inclusively taught classes. Expected are studies that show empirical results of better or faster learning, a rise of Germany’s results within the IGLU or PISA scores. The upcoming paper will argue - based on the theory of mediatization (Krotz 2001) - that this is the wrong question and expectation. In parallel it will refer to a current action research project DoProfil where students cooperate with teachers in primary school to establish tablet-based education. We evaluate the results of teachers’ reflections about their teaching-attempts based on a universal design of learning (Rose 2006, Wember 2013) against the background of theories that emphasize the influence of attitude and confidence (Blackwell/Lauricella/Wartella 2014). Our DoProfil-project tries to establish an awareness for mediatization as part of the present culture that is relevant for all learners. So our understanding of inclusive digital media education implies not only a changed view on the participating target groups, including, e.g., pupils with different starting points for learning, but also requires more self-evidence to work with digital as well as analog media. Here we go beyond the theory of integrated media education of Wermke (1999) who based her arguments mainly on the changed media reality of the users but still takes a printed book-orientated culture as its starting point. Due to digital progress with its character as a disruptive technology and leading to new praxeology we argue based on a multimodal practice about the development of overall reading competences. Inclusive media education in this understanding means an enlargement of the target groups as well as of the multimodal texts and technologies. But still, this extension does not only mean a quantitative add-on but leads to a qualitatively new approach to media literacy teaching and learning. As argued by Shulman et al. (Shulman 1986, Koehler/Mishra 2005) in the model of T-PACK new competencies were formed up by thinking technology, content and pedagogical issues together. Supplementary to his model, we add "inclusion" as a fourth factor to "iT-PACK" that gives rise to new competencies in the intersection of the determining educational conditions. Our paper presents theoretical background and results of student's awareness of that attitude after appropriate university courses and a designed teaching practice in classes.

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