02 SES 08 A, Scaffolding, ICT and Teaching Styles
The paper presents results on the question how apprentices in Germany use web 2.0 technologies. Especially the use of forums is reflected.
Qualitative studies on internet use show that students use internet to do networking, to play with different aspects of their identity and to gather information (also for school purposes) (Altmann 2011, Welling 2010). Although 60% of students in Germany are apprentices, research on internet use focuses on students in the general education tracks. Those students are the most active users of web 2.0 tools in Germany. But while students in general education live in a psychosocial moratorium (Erickson) - a time with few obligations and freedom for experiments -, apprenticeship training includes working in serious envirnoments and opens opportunities for (or even requires) identification by entering a community of practice (Lave & Wenger). This means that the internet and apprenticeship training offer similar opportunities: information, networking and self development. The paper presents how and explains why, under these conditions, apprentices use the internet and especially web 2.0 tools.
By specifying what apprenticeship training means for apprentices, not only the use of digital media, but also the German dual system itself can be better understood. Both aspects open opportunities for international discussion.
Altmann, M.-N. (2011). User Generated Content im Social Web. Warum werden Rezipienten zu Partizipienten? Berlin: LIT. Bremer, R. & Haasler, B. (2004). Analyse der Entwicklung fachlicher Kompetenz und beruflicher Identität in der beruflichen Erstausbildung. Zeitschrift für Pädagogik 50 (2004) 2, 162-181. Welling, S. (2010). Der Computer als Mittel zum Zweck: Millieusensitive computerunterstützte Jugendarbeit als Gegenstand von Gruppendiskussionen. In R. Bohnsack, A. Przyborski & B. Schäffer (Hrsg.), Das Gruppendiskussionsverfahren in der Forschungspraxis (S. 123-135). Opladen & Farmington Hills: Verlag Barbara Budrich.
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