Main Content
Session Information
31 SES 03 A, Digital Tools and Multilingual Learning – A Sociotechnical Approach
Symposium
Contribution
In light of the speed and significance of technological change, more schools are equipping their classrooms with laptops, tablet computers, Wi-Fi connection and interactive whiteboards. Although this is a desirable step, it in itself is not sufficient for the development of sustainable digital literacy among students, since many teachers face barriers associated with ICT (Ertmer, 1999). These barriers can entail a lack of technical skills or negative attitudes and fear towards new technologies. Teacher trainings can help to overcome these barriers. However, such training should not only address technical skills, but should also demonstrate how to incorporate technology meaningfully into learning activities (Moersch, 1995). For instance, teachers can learn to design their own digital teaching materials (Means & Olson, 1997) ensuring that they are not just consumers but also creators of ‘digital education’. Especially in science classes, where students must face different levels of language (everyday, instructional, technical) and semiotic representations (formulas, figures, experiments), appropriately designed digital tools can support the learners’ individual needs in versatile ways. For instance, tablet computers or smartphones can offer quick access to subject content, if they are embedded meaningfully in the learning environment. This paper will present the background, design and results of an interventionist study carried out among trainee science teachers at a major university in Germany. The goal was to empower the participants to embed digital media into classes that facilitate language-sensitive learning. To this end, a teaching module involving digital media was implemented into the study program of pre-service chemistry teachers. One core aspect of the module is the development of video-tutorials for science experiments and their integration into digital learning environments designed with PREZI (Banerji, 2017). These environments should scaffold the learning process, but also foster communication between learners. The module was tested with pupils from a so-called ‘welcome class’ in Germany – i.e. recently arrived refugee pupils. This offered the trainee teachers an authentic teaching experience, while the researchers could evaluate learner responses to the digital innovations. The trainee teachers documented their experiences in portfolios which form the basis for the qualitative evaluation of our study.
References
Banerji, A. (2017). Gestaltung digitaler Lernumgebungen mit PowerPoint und PREZI, CHEMKON, 24(2), 69-72. Ertmer, P. A. (1999). Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration. ETR&D, 47(4), 47-61. Means, B., Olson, K. (1997). Technology and Education Reform: Studies of Education Reform. Washington, DC: U.S. Government Printing Office. Moersch, C. (1995). Levels of technology implementation (LoTi): A framework for measuring classroom technology use. Learning and Leading with Technology, 23(3), 40-41.
Programme by Network 2019
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
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
Marginal Content
Search the ECER Programme
- 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.