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Digital Literacy in Teacher Education in Germany - Current Issues and Concepts

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Teacher	
  education	
  and	
  Digital	
  Literacy.	
       Mandy	
  Rohs
                                                            University	
  of	
  Duisburg-­‐Essen
           Current	
  issues	
  and	
  concepts	
  in	
     Germany
                                         Germany            Talk	
  at	
  University	
  of	
  Florida,	
  
                                                            College	
  of	
  Education,	
  14.11.2011
in	
  Europe	
  there	
  are	
  different	
  academic	
  traditions,	
  
                   national	
  policy	
  priorities	
  and	
  trans-­‐national	
  sectorcal	
  
                                                              and	
  corporate	
  interests	
  
                                         concerning	
  media	
  and	
  digital	
  literacy




http://www.flickr.com/photos/alexanderkirk/3782582678/sizes/z/in/photostream/
media	
  literacy	
  is	
  defined	
  as	
  
   the	
  ability	
  to	
  access	
  the	
  media,	
  
   to	
  understand	
  and	
  to	
  critically	
  
   evaluate	
  different	
  aspects	
  of	
                            Information	
  literacy	
  is	
  
   the	
  media	
  and	
  media	
  contents	
                         defined	
  as	
  the	
  skill	
  to	
  'access,	
  
   and	
  to	
  create	
  communications	
                            evaluate	
  and	
  use	
  information	
  
   in	
  a	
  variety	
  of	
  contexts                               properly,	
  to	
  manage	
  the	
  
                                                                      information	
  flow	
  coming	
  
                                                                      from	
  a	
  variety	
  of	
  sources',	
  
                                                                      and	
  to	
  'apply	
  a	
  fundamental	
  
                                                                      understanding	
  of	
  the	
  ethical/
                                                                      legal	
  issues	
  surrounding	
  the	
  
                                                                      access	
  and	
  use	
  of	
  information



                                                                          European	
  Commission	
  2007,	
  p.	
  3/5



http://www.flickr.com/photos/alexanderkirk/3782582678/sizes/z/in/photostream/
The	
  ‘German‘	
  discussion

                                                           two	
  main	
  strands:	
  
                      	
  1)	
  ‘normative	
  media-­‐educational’	
  discussion
                     2)	
  the	
  ‘instrumental-­‐technological’	
  discussion




                                                                                                                http://www.flickr.com/photos/iwannt/2362891666/sizes/l/in/photostream/
                                                                           	
  (Gapski,	
  2001)


 	
  Whereas	
  the	
  former	
  	
  is	
  
 pedagogically	
  oriented

 the	
  latter	
  requires	
  access	
  and	
  
 technical	
  knowledge
                                                                                   Pietrass,	
  2007,	
  2010
‘normative	
  media-­‐educational	
  
                                                                                                                                  approach’
                                                                              the	
  theoretical	
  discourse	
  was	
  introduced	
  into	
  the	
  
                                                                              educational	
  discourse	
  by	
  Dieter	
  Baacke	
  (1973)
http://www.flickr.com/photos/virtualpixel/5027724994/sizes/l/in/photostream/




                                                                              based	
  on	
  the	
  discourse	
  on	
  
                                                                              Habermas	
  and	
  Chomsky

                                                                              media	
  competence
                                                                              -­‐	
  media	
  critique
                                                                              -­‐	
  media	
  use
                                                                              -­‐	
  media	
  production
                                                                              -­‐	
  media	
  knowledge


                                                                                                normative	
  requirements	
  (Bachmair	
  &	
  Balzalgette,	
  2007)
‘normative	
  media-­‐educational	
  
                                                                                                                                            approach’
                                                                              3	
  content	
  fields
                                                                              understanding	
  and	
  
                                                                              evaluating	
  media	
  messages

                                                                              becoming	
  aware	
  of	
  and	
  
http://www.flickr.com/photos/virtualpixel/5027724994/sizes/l/in/photostream/




                                                                              dealing	
  with	
  media	
  influences
                                                                              identifying	
  and	
  evaluating	
  
                                                                              conditions	
  of	
  media	
  production	
  
                                                                              and	
  dissemination


                                                                                                                   2	
  fields	
  of	
  activity
                                                                                                                      distinguising	
  and	
  using	
  
                                                                                                                      appropriate	
  types	
  of	
  media	
  
                                                                                                                      for	
  a	
  variety	
  of	
  purposes

                                                                                                                      creating	
  and	
  disseminating	
  
                                                                                                                      own	
  media	
  messages
                                                                                                                                                                Tulodziecki,	
  Herzig	
  	
  &	
  Grafe	
  (2011)

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Digital Literacy in Teacher Education in Germany - Current Issues and Concepts

  • 1. Teacher  education  and  Digital  Literacy.   Mandy  Rohs University  of  Duisburg-­‐Essen Current  issues  and  concepts  in   Germany Germany Talk  at  University  of  Florida,   College  of  Education,  14.11.2011
  • 2. in  Europe  there  are  different  academic  traditions,   national  policy  priorities  and  trans-­‐national  sectorcal   and  corporate  interests   concerning  media  and  digital  literacy http://www.flickr.com/photos/alexanderkirk/3782582678/sizes/z/in/photostream/
  • 3. media  literacy  is  defined  as   the  ability  to  access  the  media,   to  understand  and  to  critically   evaluate  different  aspects  of   Information  literacy  is   the  media  and  media  contents   defined  as  the  skill  to  'access,   and  to  create  communications   evaluate  and  use  information   in  a  variety  of  contexts properly,  to  manage  the   information  flow  coming   from  a  variety  of  sources',   and  to  'apply  a  fundamental   understanding  of  the  ethical/ legal  issues  surrounding  the   access  and  use  of  information European  Commission  2007,  p.  3/5 http://www.flickr.com/photos/alexanderkirk/3782582678/sizes/z/in/photostream/
  • 4. The  ‘German‘  discussion two  main  strands:    1)  ‘normative  media-­‐educational’  discussion 2)  the  ‘instrumental-­‐technological’  discussion http://www.flickr.com/photos/iwannt/2362891666/sizes/l/in/photostream/  (Gapski,  2001)  Whereas  the  former    is   pedagogically  oriented the  latter  requires  access  and   technical  knowledge Pietrass,  2007,  2010
  • 5. ‘normative  media-­‐educational   approach’ the  theoretical  discourse  was  introduced  into  the   educational  discourse  by  Dieter  Baacke  (1973) http://www.flickr.com/photos/virtualpixel/5027724994/sizes/l/in/photostream/ based  on  the  discourse  on   Habermas  and  Chomsky media  competence -­‐  media  critique -­‐  media  use -­‐  media  production -­‐  media  knowledge normative  requirements  (Bachmair  &  Balzalgette,  2007)
  • 6. ‘normative  media-­‐educational   approach’ 3  content  fields understanding  and   evaluating  media  messages becoming  aware  of  and   http://www.flickr.com/photos/virtualpixel/5027724994/sizes/l/in/photostream/ dealing  with  media  influences identifying  and  evaluating   conditions  of  media  production   and  dissemination 2  fields  of  activity distinguising  and  using   appropriate  types  of  media   for  a  variety  of  purposes creating  and  disseminating   own  media  messages Tulodziecki,  Herzig    &  Grafe  (2011)
  • 7. ‘normative  media-­‐educational   approach’ Critisism http://www.flickr.com/photos/virtualpixel/5027724994/sizes/l/in/photostream/ normative  approach   hard  to  measure
  • 8. http://www.flickr.com/photos/elaws/4491818299/sizes/l/in/photostream/ ,instrumental-­‐technological‘   approach functionalistic  approach  of  media  literacy ,measurable‘  facets  of  ICT-­‐literacy,  e.g.:                  accesss:  skill  to  use  basic  fuctions  of  computers  to  access,  collect                  and  provide  information                evaluate:  cognitive  skills  to  make  judgements  about  the  quality                          of  online-­‐information (e.g.  Goldhammer,  Naumann,  &  Pfaff,  in  preparation)
  • 9. http://www.flickr.com/photos/elaws/4491818299/sizes/l/in/photostream/ ,instrumental-­‐technological‘   approach Critisism reduces  media  use  to  its  occurrence  and  derives  competences   from  the  required  handling  of  the  respective  technology impede  a  critical  way  of  looking  at  the  opportunities  and  problems   of  media  technologies   reduce  media  competence  to  the  requirements  of  the  technical   system see  Pietraß  (2002,  2007)  
  • 10. especially  in   comparative  educational  research psychological  orientated  educational  research definition  of  ,new  constructs‘ ICILS  Study:  CIL  -­‐  Computer  and  Information   Literacy computer  based  assessment NEPS  (National  Educational  Panel  Study)  with   focus  on  digital  literacy  during  lifespan http://www.flickr.com/photos/benjaminalmen/3308652908/sizes/l/in/photostream/
  • 11. explicate the six aspects of CIL and provide some suggestions of how they may be operationalised in the proposed ICILS instruments. F igure 1. Conceptual structure of the proposed I C I LS Computer and Information L iteracy construct Computer and information computers to investigate, create and communicate in order to participate effectively at home, at school, in the workplace and in the community. Strand 1 Strand 2 Collecting and managing Producing and exchanging information information Aspect 1.1 Aspect 2.1 Knowing about and Transforming information understanding computer use Aspect 2.2 Aspect 1.2 Creating information Accessing and evaluating information Aspect 2.3 Sharing information Aspect 1.3 Managing information !"#0.1'23'+(44&%"5.6'0.1'70.065.6'5.)(#70"5(.' Collecting and managing informationhttp://icils2013.acer.edu.au/wp-­‐content/uploads/examples/ICILS-­‐Detailed-­‐Project-­‐Description.pdf focuses on the receptive elements of
  • 12. But  what‘s  about  digital   literacy  in  teacher  education   in  Germany? http://2.bp.blogspot.com/_TEciO39Vxlw/TDWA3bmd2MI/AAAAAAAAACw/fTc955rhS8w/s1600/plu+picture.jpg 2  dimensions:   being  literate  and  teaching  literacy
  • 13. Education  is  a   matter  for  the   German  federal   Länder,  or  regions
  • 14. to  little  research  in  K12-­‐ teacher  education,   especially  for  digital   literacy but  (some/first)   empirical  results http://www.flickr.com/photos/adesigna/5544094922/sizes/l/in/photostream/
  • 15. First  research  in  teacher  education ,media  pedagogical  comeptence‘ include media-­‐education media-­‐didactics media-­‐socialization own  media-­‐literacy school  development  according  digital  media Blömeke  (2005)
  • 16. http://www.flickr.com/photos/americaswildlife/6277356510/sizes/l/in/photostrea What  is  written  in  (general)   documents  of  teacher  education?
  • 17. initial teacher education. Inclusion  of  ICT  in  initial  education  for  teachers  in   Figure D4: Regulations on the inclusion of ICT in initial education for teachers in primary and general secondary education (ISCED 1, sand 3), 2009/10 primary  and  2 econdary  education Inclusion of ICT in the initial education of all teachers Institutional autonomy Source: Eurydice.
  • 18. education target only generalist teachers. At secondary level, few countries target only specialist ICT teachers but where this is the case, the regulations usually cover more technical ICT skills such as ICT-­‐related  skills  in  core  curriculum  for  initial   maintaining computer systems or creating websites. In the other countries where regulations exist, they are directed at all specialist teachers at secondary level, including specialist ICT teachers and education  for  teachers specialist teachers of other subjects. Figure D5: ICT-related skills defined in the core curriculum for initial education for teachers in primary and general secondary education (ISCED 1, 2 and 3), 2009/10 Internet use Maintaining computer systems Creating websites Pedagogical issues Subject-specific training Multimedia operations Left Right Institutional Generalist Only specialist All specialist ISCED 1 ISCED 2 + 3 autonomy teachers ICT teachers teachers Source: Eurydice.
  • 19. situation  in  Germany digital  literacy  is  named  in  e.g.  in  the   standards  for  teacher  education  by  The  Standing   http://www.flickr.com/photos/smemon/4902523202/sizes/l/in/photostream/ Conference  of  the  Ministers  of  Education  and  Cultural  Affairs  of  the   Länder  in  the  Federal  Republic  of  Germany   but  mostly  general  aspects  or  in  preamles  
  • 20. content  analysis  of  teacher  ducation  documents  of   5  German  Universities http://www.flickr.com/photos/shutterhacks/4474421855/sizes/l/in/photostream/ 90  Documents  (e.g.  study  regulations,   university  calendars,  study  examination   documents,  ...)  from  2007-­‐2010 digital  literacy  is  named  as  a  main   goal  of  teacher  education but  strong  focus  of  media   didactics  and  teaching  with  media  Schiefner-­‐Rohs  (2011b)  
  • 21. What  do  teacher   students  say? http://www.flickr.com/photos/shahdi/5568051608/sizes/l/in/photostream/ digital  literacy  in  their   study  program Schiefner-­‐Rohs,  2011
  • 22. ! topic  of  courses  in  teacher  education presentaAon  soBware  in   teaching  and  learning audiovisual  media  in   teaching  and  learning Internet  in  teaching  and   learning learning  soBware  in  teaching   and  learning medial  impacts  for  kids  and  youth creaAon  of  media   ø  2.3  courses  during   use  of  media their  studies criAcal  literacy  /  diAgal  literacy medial  environments  of  kids  and   youth digital  games  for  kids  and   youth knowledge  of  media   structure
  • 23. existence  of  digital  teaching  and   learning  sessions  in  teacher  education   (Kleimann  et  al.,  2008,  Schiefner-­‐Rohs,  2011) ! virtual  labs online  live  lectures   virtual  seminars  and  tutorates  with  virtual   cooperaAon interacAve  teaching online  learning  materials N  =  527  
  • 24. how  often  teacher  students  use  digial  media  (Kleimann  et  al.,   2008,  Schiefner-­‐Rohs,  2011) computer-­‐based  assessment E-­‐PorLolios Webbased  -­‐Trainings online  E-­‐Assessment online-­‐Courses  without  presence Wikis Weblogs E-­‐Lectures  with  slides Podcasts (very)  oBen someAmes (very)  seldom never isn‘t  integrated N  =  527  
  • 25. First  results  of  asking   students http://www.flickr.com/photos/shahdi/5568051608/sizes/l/in/photostream/ focus  of  teaching  and  learning  with   digital  media less  digital  media  during  their  study depends  on  university  teacher
  • 26. Deep  insight:  Case  Study 2  institutions  of  teacher  education   explorative  study    (see  Lamnek,  1993)   Triangulation  of  methods  (Flick,  2004a,  2008;  Treumann,  2005) http://www.flickr.com/photos/en321/19360914/sizes/o/in/photostream/ Content  analysis  (N=40) Interviews  with   professors 2  Schiefner-­‐Rohs  (2011a)  
  • 27. Critical  media  literacy  mainly  is  found  in  descriptions  of   courses,  seldom  in  study  regulations university  culture http://www.flickr.com/photos/pixeltree/5621338552/sizes/l/in/photostream/ differences  between  the   university  and  the  university  of   teacher  education strong  influence  of  learning   culture  in  higher  education
  • 28. Asking  faculty  staff  for  the   integration  of  teaching  and   learning  critical  media  literacy  ... http://www.flickr.com/photos/jmsmytaste/90648278/sizes/l/in/photostream/ great  influence  of   informal  learning  and   the  engagment  of  university  teachers Schiefner  Rohs  (2011)  N=  101
  • 29. Challanges  in  teacher  education http://www.flickr.com/photos/lennox_mcdough/5081664474/sizes/l/in/photostream/ deal  with  the  structure  of  teacher   education digital  literacy  of  university  teachers ,nature‘  of  teaching  digital  literacy:   near  subject,  not  stand  alone assessment  of  digital  literacy
  • 30. http://www.flickr.com/photos/shawnecono/232647148/sizes/l/in/photostream/ future  prospects more  research more  concepts  of  integration   personal  and  academic   development
  • 31. Thanks  for  your  attention Questions? Mandy  Rohs University  of  Duisburg-­‐Essen Educational  Media  and  Knowledge  Management mandy.rohs@uni-­‐due.de http://www.2headz.ch http://www.twitter.com/mschiefner  
  • 32. some  Literature Grafe,S.  (i.Dr.).  ‚media  literacy‘  und  ‚media  (literacy)  education‘  in  den  USA:  ein  Brückenschlag  über  den  Atlantik.   Erscheint  in:  H.  Moser,    P.  Grell  &  H.  Niesyto  (Hrsg.).  Medienbildung  und  Medienkompetenz.  Beiträge  zu   Schlüsselbegriffen.  München:  kopäd.   Pietraß,  M.  (2007).  Digital  Literacy  Research  from  an  International  and  Comparative  Point  of  View.  Research  in   Comparative  and  International  Education,  2(1),  1-­‐2.   Pietraß,  M.  (2010).  Digital  Literacies.  Empirische  Vielfalt  als  Herausforderung  für  eine  einheitliche  Bestimmung  von   Medienkompetenz.  In  B.  Bachmair  (Hrsg.),  Medienbildung  in  neuen  Kulturräumen  -­‐  die  deutschsprachige  und  britische   Diskussion  (S.  74-­‐84).  Wiesbaden:  VS,  Verl.  für  Sozialwissenschaften.   Schiefner-­‐Rohs,  M.  (2011).  Kritische  Informations-­‐  und  Medienkompetenz  im  Hochschulstudium.  Theoretisch-­‐ konzeptionelle  Überlegungen  und  erste  empirische  Betrachtungen  am  Beispiel  der  Lehrerausbildung.  Universität  der   Bundeswehr  München,  München. Schiefner-­‐Rohs,  M.  (2001).  Verankerung  von  medienpädagogischer  Kompetenz  in  der  universitären  Lehrerbildung.  In  R.   Schulz-­‐Zander,  B.  Eickelmann,  H.  Moser,  H.  Niesyto  &  P.  Grell  (Hrsg.).  Jahrbuch  Medienpädagogik  2009.  Wiesbaden:  VS-­‐ Verlag.