16 SES 17 C JS, Digital Technology in School: Designing large scale interventions and corresponding research Part 2
Joint Symposium NW 16 and NW 27 continued from 16 SES 16 C JS
School systems have been facing increasing challenges regarding students’ preparation for successful participation in the ‘digital age’ (e.g. European Commission, 2013; Gerick, Eickelmann & Bos, 2017). In many countries, ICT policies to support ‘digital education’ have been implemented (Eickelmann, 2018). In Germany, for instance, the strategy “education in a digital world” comprises a set of six competence areas such as communicating and cooperating or problem solving and taking action. These competence areas are based i.a. on the competence levels developed in the study ICILS 2013 (Fraillon et al., 2014). The German federal states are committed to implementing this strategy as of the school year 2018/19. In the context of national developments, the project ‘Learning with digital media’ was initiated in Schleswig-Holstein, a federal state in the north of Germany. The project focuses on innovative schools in the context of integrating technology in schools (e.g. Gerick & Eickelmann, 2016). In the context of the project and the question as to how to implement the national strategy, the question has emerged as to what extent students at such innovative schools have competencies outlined in the aforementioned national strategy. Furthermore, it appears useful to focus on whether teachers themselves have knowledge in the competence areas. The following questions will thus be addressed in this contribution: 1. How do students at innovative schools assess themselves in the six competence areas outlined in the German national strategy? 2. How do teachers at innovative schools assess the competencies of their students in these competence areas? 3. How do these teachers assess their own competencies? The database used to answer the questions includes approx. 400 teachers and approx. 1,200 students from grade 4 or grade 8 with data collected via an online-questionnaire in all 20 selected innovative schools in Schleswig-Holstein. The measurement instrument was developed within an expert board with different stakeholders. Descriptive statistics are used to answer the research questions. The results show that a high percentage of students – either in primary or in secondary schools – self-evaluate their competences in the six competence areas as high, yet differences between competence areas are visible. As assumed, the teachers’ evaluation of the students’ competencies differ from the students’ perceptions. In terms of the teachers’ self-evaluation, particularly high assessments can be found in the competence area searching, processing and storing. The results are discussed in the context of the increasing challenges for school systems at the European level.
Eickelmann, B. (2018, in press). Cross-National Policies on Information and Communication Technology in Primary and Secondary Schools – An International Perspective. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), International Handbook of Information Technology in Primary and Secondary Education (2nd ed.). Singapore: Springer. European Commission (2013) DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Available at: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC83167/lb-na-26035-enn.pdf Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Gebhardt, E. (2014). Preparing for life in a digital age. The IEA International Computer and Information Literacy Study. Springer. Gerick, J. & Eickelmann, B. (2016). Abschlussbericht wissenschaftliche Begleitung der Evaluation des Projekts “Lernen mit digitalen Medien” Schleswig-Holstein [Final Report Evaluation ‘Learning with digital media’ in Schleswig-Holstein]. Gerick, J., Eickelmann, B. & Bos, W. (2017). The international computer and information literacy study from a European perspective. European Educational Research Journal, 16(6), 707–715. KMK = Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (2016). Bildung in der digitalen Welt Strategie der Kultusministerkonferenz [Education in a digital world. Strategy of the KMK]. Available at: https://www.kmk.org/fileadmin/Dateien/ pdf/PresseUndAktuelles/2016/Bildung_digitale_Welt_Webversion.pdf Ramm, G. (2017). Umsetzung der KMK-Strategie in Schleswig-Holstein [Implementation of the national strategy in Schleswig-Holstein]. Available at: http://www.schleswig-holstein.de/DE/Landesregierung/IQSH/Service /vortraege/Documents/2017/20171121UmsetzungKMKStrategieSH.pdf?__blob=publicationFile&v=3
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
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