06 SES 11, Media and Early Childhood Education
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.
Amrhein, Bettina/Dziak-Mahler, Myrle (2014): Fachdidaktik inklusiv: Auf der Suche nach didaktischen Leitlinien für den Umgang mit Vielfalt in der Schule. Münster: Waxmann. Blackwell, C.K., Lauricella, A.R. & Wartella, E. (2014): Factors influencing digital technology use in early childhood education. Computers & Education, 77, S. 82-90. Gebhardt, M., Schwab, S., Nusser, L. & Hessels, M. G. P. (2015): Einstellungen und Selbstwirksamkeit von Lehrerinnen und Lehrern zu schulischen Inklusion in Deutschland. In: Empirische Pädagogik, 2, 211–229. Götz, J. et al. (2015): Einstellungen von Lehrerinnen und Lehrern zur inklusiven Grundschule. In: Blömer, D. et al. (Hrsg.), Perspektiven auf inklusive Bildung. (S. 34-39). Wiesbaden: Springer. Koehler, M.J. & Mishra, P. (2005): What happens when teachers design educational technology? JECR, 32(2), 131-152. Krotz, F. (2007): Mediatisierung. Wiesbaden: VS. Peschel, M. (Hrsg.)(2016): Mediales Lernen. Baltmannsweiler: Schneider Rose, David H.; Meyer, Anne, (Eds.) (2006): A Practical Reader in Universal Design for Learning, Harvard Education Presss Schluchter, Jan-René (2015) (Hrsg.): Medienbildung als Perspektive für Inklusion. München: kopaed. Shulman, L.S. (1986). Those who understand; Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Wember, Franz B. (2013): Herausforderung Inklusion. In: Zeitschrift für Heilpädagogik, 10, 380 -387 Wermke, J. (1999): Integrierte Medienerziehung im Fachunterricht. Schwerpunkt: Deutsch. Kopäd: München
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.