Media-za-on of Secondary Schools in Germany: Media literacy and media integra-on within boundaries of educa-onal governance

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1 Am Fallturm Bremen abreiter@ifib.de Media-za-on of Secondary Schools in Germany: Media literacy and media integra-on within boundaries of educa-onal governance Colloque interna-onal en éduca-on, Montréal, QC

2 Outline Media-on of everything media-za-on of schools? Media integra-on and school governance in Germany Empirical results from Secondary Schools in Germany Outlook 2

3 Media-za-on as a social and cultural meta- process Long- term transforma-on on how we communica-vely construct our social world and how this is shaped by digital media (Krotz, 2007; Lundby, 2009; Hjarvard, 2012) Non- media- centric perspec-ve (Moores, 2012), i.e. new media do not replace older media but rather co- exist and merge (Livingstone, 2009) => Media as moulding forces (Hepp, 2012). Two dimensions of media-za-on (in various social fields): Quan-ta-ve: more, anywhere, any-me Qualita-ve: profound change of communica-ve processes 3

4 What about schools? 4

5 Media-zed schools: quan-ta-ve dimension OECD. (2011). PISA 2009 Results: Students On Line. Digital Technologies and Performance (Volume VI). Paris: OrganisaFon for Economic CooperaFon and Development. 5

6 Media-zed schools: gap home/school use % (Home use) % (School use) Netherlands 100 Iceland Japan OECD Norway Turkey 80 Sweden Greece 60 Denmark Ireland Slovak Republic Poland Hungary Canada Australia Finland Korea Italy Czech Republic Spain New Zealand Portugal Belgium Switzerland Germany Austria OECD. (2011). PISA 2009 Results: Students On Line. Digital Technologies and Performance (Volume VI). Paris: OrganisaFon for Economic CooperaFon and Development. 6

7 Ambivalent associa-on between school ICT use and educa-onal performance (PISA science scale) Frequent use Moderate use Rare or no use Finland New Zealand Japan Canada Germany Korea Netherlands Hungary Ireland Switzerland Belgium Australia Austria Sweden Greece Poland Spain Italy Slovak Republic Czech Republic Norway Iceland Portugal Denmark Turkey OECD Liechtenstein Croa-a Macao- China Lithuania Slovenia Latvia Russian Chile Uruguay Bulgaria Thailand Serbia Jordan Colombia 7

8 Ambivalent associa-on between school ICT use and educa-onal performance (PISA science scale) Frequent use Moderate use Rare/ no use 8

9 Media-zed schools: Qualita-ve dimension 1. It is all about teaching and learning 2. Changing communica-on, changing teaching styles, changing learner roles etc. From instruc-onism to construc-vism Canada 2 different approaches in educa-onal policy for ICT promo-on in school following long- term cultural tradi-ons 9

10 Media-zed schools: Qualita-ve dimension 1. It is all about teaching and learning 2. Changing communica-on, changing teaching styles, changing learner roles etc. From instruc-onism to construc-vism Germany 2 diﬀerent approaches in educa-onal policy for ICT promo-on in school following long- term cultural tradi-ons When it gets serious, exit the Internet (Spokeswomen of the CommiPee of State Privacy Oﬃcers) Andreas Breiter 10

11 School governance in the Federal Republic of Germany Voca-onal system Federal Government Standing Con- ference Joint Comm- ission 16 State Governments 111 ci-es Ca. 12,500 Educa-on authori-es 300 rural districts 12,000 small ci-es 40,000 schools KMK

12 Media integra-on and educa-onal governance State educa-on policy Legal requirements Budget School district / Educa-on authority Curricula Teacher educa-on and training Infrastructure Budget School development process Educa-onal media ICT integra-on in teaching and learning School development plan Media educa-on Media literacy ICT Infrastructure and Support Media pedagogical competence 12

13 The German context: Media literacy as the guiding educa-onal principle Tradi-onal emancipatory approach: media literacy = communica-on literacy (Baacke 1972) Current approach: media literacy = media passport (NRW 2012) Cri-cal reflec-on Informa-on retrieval Media system Design Use Communica-on Coopera-on Use Analysis Reflec-on Produc-on Presenta-on 13

14 The German context: Media literacy as the guiding educa-onal principle Tradi-onal emancipatory approach: media literacy = communica-on literacy (Baacke 1972) Current approach: media literacy = media passport (NRW 2012) Cri-cal reflec-on Informa-on retrieval Media system Design Use Communica-on Coopera-on Use Analysis Reflec-on Produc-on Presenta-on 14

15 Study on media use and media literacy in secondary schools in North- Rhine Westphalia Germany s largest Federal State 2,800 secondary schools 110,000 teachers Sponsor: State Agency for Media Control (responsible for aper- school media literacy) Methods: 1. Representa-ve teacher survey (n = 1,458) 2. Case studies in 6 schools (qualita-ve interviews) 3. Document content analysis (curriculum, standards, regula-ons) 15

16 Results: How oèn do you use digital media in your classroom? Total Very oèn Significant increase to 2002 (49% never) Oèn Rarely Very rarely Never Minimal sta-s-cal differences between age groups No sta-s-cal gender differences No sta-s-cal difference between subjects Large sta-s-cal differences between school types Classroom use along incorporated tradi-onal pedagogical prac-ces: teacher- centred, media- centric, mainly Internet research and ILS 16

17 WHY? Reasons for low use of ICT in German schools Limited access to technology (no media no use) No professional technology support No curriculum integra-on / no links to standards Not developed in teacher educa-on Not embedded into school culture missing leadership Values and beliefs of teachers 17

18 Ambivalent values and beliefs of teachers about digital media in classrooms Searching for ra-onaliza-on Student s use in schools has educa-onal benefits Media are dangerous preven-on is important Media have large poten-al in educa-onal sesngs Media can support individual learning Limited visible added- value Student s private use is dangerous and bad Schools cannot do it it is the role of the caregivers face- 2- face communica-on important, loss of control Too difficult, materiality of prac-ce is missing 18

19 and as a consequence Focus on media literacy beware kids of dangerous influence of media Students home media use dangerous and addic-ve Control of media use for educa-onal purposes only 19

20 Future perspec-ves 1: Increasing media use in elementary schools (2000 / 2012) Computers * ** Internet regularly some-mes rarely very rarely never *Tulodziecki, G., & Six, U. (2000). Medienerziehung in der Grundschule. Grundlagen, empirische Befunde und Empfehlungen zur SituaFon in Schule und Lehrerbildung. Opladen: Leske + Budrich. ** Breiter, A., Aufenanger, S., Averbeck, I., Welling, S., & Wedjelek, M. (2013). Medienintegra-on in Grundschulen. Berlin: Vista. 20

21 Future perspec-ves 2: tablet euphoria Grass- root development: Students and teachers bring their own device within a digital educa-onal ecosystem 21

22 Am Fallturm Bremen Thank you for listening! Tel.: Fax: info@ifib.de

41 T Korea, Rep. 52.3. 42 T Netherlands 51.4. 43 T Japan 51.1. 44 E Bulgaria 51.1. 45 T Argentina 50.8. 46 T Czech Republic 50.4. 47 T Greece 50.

41 T Korea, Rep. 52.3. 42 T Netherlands 51.4. 43 T Japan 51.1. 44 E Bulgaria 51.1. 45 T Argentina 50.8. 46 T Czech Republic 50.4. 47 T Greece 50. Overall Results Climate Change Performance Index 2012 Table 1 Rank Country Score** Partial Score Tendency Trend Level Policy 1* Rank Country Score** Partial Score Tendency Trend Level Policy 21 - Egypt***