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Begleitforschung im IMST-Themeprogramm: Kompetenzorientiertes Lernen mit digitalen Medien

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Präsentation an der Pädagogischen Hochschule der Diözese Linz am 30.9.2014 im Rahmen des Tages "PH forscht"

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Begleitforschung im IMST-Themeprogramm: Kompetenzorientiertes Lernen mit digitalen Medien

  1. 1. „PH forscht“, 30.9., Pädagogische Hochschule der Diözese Linz Begleitforschung im IMST- Themenprogramm Kompetenzorientiertes Lernen mit digitalen Medien Universität Klagenfurt, School of Education BMUKK
  2. 2. IMST = Unterstützung für innovative Lehrer/innen – Neues erproben und reflektieren – zu Good Practice weiterentwickeln – mit anderen austauschen Universität Klagenfurt, School of Education BMUKK
  3. 3. IMST = Unterstützung für innovative Lehrer/innen in MINDT-Fächer Mathematik, Informatik, Naturwissenschaften (BU, PH, CH, GW, EH, TEW), Deutsch und Technik für alle Schultypen und Altersstufen österreichweit und regional Universität Klagenfurt, School of Education BMUKK
  4. 4. IMST seit 2010 = Gewinnung wissenschaftlicher Erkenntnis Was kann von einem Einzelprojekt oder einem Projektverbund auf das System Schule übertragen werden? Universität Klagenfurt, School of Education BMUKK
  5. 5. Fünf Themenprogramme 1.Digitale Medien - E-Learning & E-Teaching 2.Informatik kreativ unterrichten (nur für Kärnten) 3.Schreiben und Lesen 4.Praktische Arbeit (Experimentieren, Labor & Werkstätte) 5.Mathematisch-naturwissenschaftliche Kompetenzen Universität Klagenfurt, School of Education BMUKK
  6. 6. IMST- Themenprogramm Kompetenzorientiertes Lernen mit digitale Medien
  7. 7. Institutionen •PH-Linz Emmerich Boxhofer, Stefan Hametner, Alfons Koller, Gudrun Heinzelreiter- Wallner •FH Oberösterreich, Campus Hagenberg FH-Prof. Mag. Dr. Tanja Jadin •JKU-Linz Univ.-Prof. Dr. Bernad Batinic im Austausch mit den österreichischen IKT-Netzwerken (eLSA, ELC, ENIS) Kompetenzorientiertes Lernen mit digitale Medien
  8. 8. Überblick Forschungsarbeit 2010/2011 •Medienkompetenzförderung durch digitale Medien •Individualisiertes, selbstgesteuertes Lernen durch E- Learning in der Volksschule •Lernen mit dem iPad Kompetenzorientiertes Lernen mit digitale Medien
  9. 9. Medienkompetenzförderung durch digitale Medien •Chancen der Medienkompetenzförderung durch den Einsatz von Web 2.0 Medien im Unterricht: Bachelorarbeit am Studiengang Kommunikation, Wissen, Medien der FH OÖ (Hauer, 2011) •Interview mit LehrerInnen und DirektorInnen zur Medienkompetenzförderung an ihren Schulen: Lehrerebene •Medienkompetenzförderung im Rahmen des Unterrichts: Schülerebene: Masterarbeit von Willi Tanzer (Pädagogische Hochschule der Diözese Linz) Kompetenzorientiertes Lernen mit digitale Medien
  10. 10. Individualisiertes, selbstgesteuertes Lernen durch E-Learning in der Volksschule •Masterarbeit von Pia Öllinger (KWM Masterstudium, FH OÖ) •Zentrales Ergebnis: selbstgesteuertes und individuelles Lernen kann durch die Wahl der Übungen und Aufgaben gefördert werden •Gefördert wird vor allem das selbstständige Üben und die Motivation •Wichtig : Passung von Anforderung und Übungsmöglichkeit, sowie die Aufgabenstellung und einfaches Medium Kompetenzorientiertes Lernen mit digitale Medien
  11. 11. E-Learning in der Volksschule Publikation – erscheint im Trauner Verlag •15 Good-Practice-Beispiele auf je 2 Seiten zusammengefasst, Unterrichtsmaterial im Web frei erreichbar •fachdidaktisch wissenschaftlicher Teil 8 Artikel, doubled-blind-reviewed von Erfahrungsberichten, empirischen Studien bis zu theoretisch fundierten Basisartikeln Kompetenzorientiertes Lernen mit digitale Medien
  12. 12. Lernen mit dem iPad •Möglichkeiten des Einsatzes von Tablet-PCs an Schulen: Bachelorarbeit am Studiengang „Kommunikation, Wissen, Medien (KWM)“ (FH OÖ) (Lasinger, 2012) •IMST-Projektes und Masterarbeit über die kreativitätsfördernden Aspekten von iPad-Apps im Volksschulunterricht (Zuliani, 2012) •In Kooperation mit IMST, Masterstudienprojekt bei KWM (FH OÖ): kollaboratives Lernszenario unter Verwendung von iPads und die Frage nach Selbstwirksamkeitsunterschiede zwischen Mädchen und Jungen Kompetenzorientiertes Lernen mit digitale Medien
  13. 13. Überblick Forschungsarbeit 2012-2015 •Einflussfaktoren eines Tablet-Einsatzes in der Schule Masterarbeit von Martina Scheuwimmer (KWM Masterstudium, FH OÖ) •Maßnahmen zur Vernetzung und Zusammenarbeit der IMST-Lehrenden und darüber hinaus (in Arbeit) Kompetenzorientiertes Lernen mit digitale Medien
  14. 14. Einflussfaktoren eines Tablet-Einsatzes in der Schule •Forschungsfrage: Welche Kontextfaktoren können bei Good Practice Einsatzszenarien von Tablets in Schulen identifiziert werden? •Interviews mit sechs Lehrpersonen Kompetenzorientiertes Lernen mit digitale Medien
  15. 15. Einflussfaktoren eines Tablet-Einsatzes in der Schule •Zentrale Ergebnisse: Beschriebene Unterrichtsszenarien entsprechen dem konstruktivistischen Lernen Chancen: •Möglichkeit des interaktiven Lernens und Arbeitens •Förderung des selbstständigen Arbeiten und der Medienkompetenz Herausforderungen: •Anpassung des Unterrichtskonzepts •Finanzielle Förderung •Weiterbildungsmöglichkeiten für Lehrende Kompetenzorientiertes Lernen mit digitale Medien
  16. 16. Fazit aus den bisherigen Forschungsergebnissen •Schülerzentrierter Unterricht •Förderung der Motivation durch flexiblen, abwechslungsreichen Unterricht •Zeitgemäßer Unterricht durch den Einsatz digitaler Medien und Medienkompetenzförderung •Passung von Aufgaben, Anforderungen und Medienwahl durch die überlegte Gestaltung des Lernraums Kompetenzorientiertes Lernen mit digitale Medien
  17. 17. Prof.(FH) Mag. Dr. Tanja Jadin University of Applied Sciences Upper Austria tanja.jadin@fh-hagenberg.at Twitter: tjadin; http://de.slideshare.net/tjadin/ IMST-Themenprogramm Kompetenzorientiertes Lernen mit digitale Medien

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