Risks of Digital Exclusion
Teaching in primary schools means taking the heterogeneity of students’ backgrounds, skills, and capacities into account and offering them a commensurately wide variety of learning opportunities. This is particularly the case when it comes to digital-based instruction, which often entails individual...
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| Format: | Article |
| Language: | deu |
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MedienPädagogik
2023-09-01
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| Series: | MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung |
| Subjects: | |
| Online Access: | https://www.medienpaed.com/article/view/1741 |
| _version_ | 1827816501279719424 |
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| author | Traugott Böttinger Anja Kürzinger Lea Schulz |
| author_facet | Traugott Böttinger Anja Kürzinger Lea Schulz |
| author_sort | Traugott Böttinger |
| collection | DOAJ |
| description | Teaching in primary schools means taking the heterogeneity of students’ backgrounds, skills, and capacities into account and offering them a commensurately wide variety of learning opportunities. This is particularly the case when it comes to digital-based instruction, which often entails individualized learning and greater responsibility of learners for their own learning processes. To enable participation and reduce risks of exclusion – for students with disabilities and in the context of the digital divide – teachers’ learning support is of great importance. Despite the potential of teacher support for learning with digital media, few studies have investigated this topic. This paper introduces a research study using videography to analyze the learning support given by preservice teachers during active media work. The findings indicate that teachers tend to provide mainly direct instruction, and significantly less diagnostic support aimed at fostering the learning process. The results do not confirm the idea that digital teaching formats provide technical rather than content support. Furthermore, they show that digital learning formats enable participation by all the students in the class. These results are discussed with a view to risks of exclusion and implications for teacher professionalization.
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| first_indexed | 2024-03-12T00:20:29Z |
| format | Article |
| id | doaj.art-b641c64a5b9849649d9bd8f18cbdc1e3 |
| institution | Directory Open Access Journal |
| issn | 1424-3636 |
| language | deu |
| last_indexed | 2024-03-12T00:20:29Z |
| publishDate | 2023-09-01 |
| publisher | MedienPädagogik |
| record_format | Article |
| series | MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung |
| spelling | doaj.art-b641c64a5b9849649d9bd8f18cbdc1e32023-09-15T13:19:20ZdeuMedienPädagogikMedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung1424-36362023-09-0120Inklusive Medienbildung10.21240/mpaed/jb20/2023.09.08.XRisks of Digital ExclusionTraugott Böttinger0Anja Kürzinger1Lea Schulz2Pädagogische Hochschule Schwäbisch GmündPädagogische Hochschule Schwäbisch GmündUniversity of FlensburgTeaching in primary schools means taking the heterogeneity of students’ backgrounds, skills, and capacities into account and offering them a commensurately wide variety of learning opportunities. This is particularly the case when it comes to digital-based instruction, which often entails individualized learning and greater responsibility of learners for their own learning processes. To enable participation and reduce risks of exclusion – for students with disabilities and in the context of the digital divide – teachers’ learning support is of great importance. Despite the potential of teacher support for learning with digital media, few studies have investigated this topic. This paper introduces a research study using videography to analyze the learning support given by preservice teachers during active media work. The findings indicate that teachers tend to provide mainly direct instruction, and significantly less diagnostic support aimed at fostering the learning process. The results do not confirm the idea that digital teaching formats provide technical rather than content support. Furthermore, they show that digital learning formats enable participation by all the students in the class. These results are discussed with a view to risks of exclusion and implications for teacher professionalization. https://www.medienpaed.com/article/view/1741digital mediaprimary schoollearning supportexclusionvideography |
| spellingShingle | Traugott Böttinger Anja Kürzinger Lea Schulz Risks of Digital Exclusion MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung digital media primary school learning support exclusion videography |
| title | Risks of Digital Exclusion |
| title_full | Risks of Digital Exclusion |
| title_fullStr | Risks of Digital Exclusion |
| title_full_unstemmed | Risks of Digital Exclusion |
| title_short | Risks of Digital Exclusion |
| title_sort | risks of digital exclusion |
| topic | digital media primary school learning support exclusion videography |
| url | https://www.medienpaed.com/article/view/1741 |
| work_keys_str_mv | AT traugottbottinger risksofdigitalexclusion AT anjakurzinger risksofdigitalexclusion AT leaschulz risksofdigitalexclusion |