Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (EN)
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Digitalization of classroom teaching in school (DigitUS)

Project titel:

Digitalization of classroom teaching in school (DigitUS)

Type of project:

Funded by the Federal Ministry of Education and Research

Duration:

36 months, 01 April 2019- April 2022

Project team:

Project description:

Digitalization of classroom teaching in school (DigitUS) aims to increase the quality of teaching with digital media. We assume that the quality of teaching with digital media is subject to different conditions, such as variation in uses by teachers or the type of technical equipment in the school.

Sub-Study 1: A multi-level framework model for the successful use of digital media

Accordingly, the following questions are examined in the DigitUS project:

  • To what extent can conditions be used to predict the successful use of digital media in the classroom?

A theoretical framework model of condition factors for the successful use of digital media will be developed and empirically tested. The model combines condition factors at different levels and allows the analysis of complex relationships between them. To test the model, we will conduct a field study with a representative sample of secondary schools. The "successful use of digital media in the classroom" is operationalized via a process dimension (high-quality learning activities) and a result dimension (competence acquisition).
In this context, we examine how the successful use of digital media in the classroom can be supported by so-called "learning communities" - using the example of STEM subjects. Learning communities are cooperative networks of teachers and other participants, such as school management and multipliers, who work together intensively. Regarding the learning communities, we want to know:

  • To what extent does the establishment and promotion of school-based learning communities affect the successful use of digital media in the classroom (recorded in terms of learning activities and student acquisition of competences)?
  • To what extent are these effects conveyed by further condition factors?

Therefore, we form school-internal and cross-school learning communities in this project. Our expectation is that they will effectively support the successful use of digital media in the classroom under ecologically valid conditions.

Sub-Study 2: School-internal learning communities (study part A)

For in-school learning communities, integration of digital media into the overall school strategy and development is of great importance, e.g. can be effectively promoted through the involvement of the school leadership in the learning community.
It is already known from model programs that regional, cross-school learning communities can also successfully implement innovation in schools and improve their teaching.

Sub-Study 3: Cross-School Learning Communities (Study Part B)

Inter-school learning communities are characterized by the additional expertise of science and education administration. It is assumed that these learning communities have a positive influence on the use of digital media in the classroom.

Regarding the cross-school learning communities, we want to find out:

  • To what extent do cross-school learning communities improve the successful use of digital media in the classroom, given different educational administration requirements?
  • Are the expected effects influenced by further condition factors?

Sub-Study 4: Comparison of the Successful Use of Digital Media considering the Condition Factors of Study Parts A and B

Finally, we will to examine which kind of learning communities foster the use of digital media in the classroom, and how the different factors affect the processes and outcomes of the learning communities.

So far, there are no adequate findings as to which organizational aspects are responsible for the effectiveness of learning communities. Therefore, we compare different variants of learning communities exploratively.

Survey design

The DigitUS project examines the four research questions in four sub-studies using different methodology and three research groups. Group 1 and 2 each comprise 30 randomly selected Bavarian schools, where in-school learning communities consisting of a representative of the school management and IT officers are being established or supported, which are accompanied by scientists.
Here is a full survey in the eighth grade. The sample will include all, but not less than 15, teachers in that year's class. In addition, data from the management and the IT administration of a school are recorded. Group 3 comprises 24 schools from Bavaria, North Rhine-Westphalia and Saxony-Anhalt.
Two cross-school learning communities are formed per state, consisting of four schools and four other participants from education administration, science and extracurricular expertise.