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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Ingo Bosse, Gudrun Marci-Boehncke
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DOI:10.17265/2159-5313/2019.03.001
Affiliation(s)
Technische Universität Dortmund, Dortmund, Germany
ABSTRACT
There is a desideratum in
the research about the interdependencies of inclusive education and media
education. Digital media can facilitate individualized and cooperative
learning. Additionally, digital media can be used to promote inclusion.
However, which factors influence the acquisition of media and information
literacy in inclusive education? Comparative international studies, e.g., the
International Computer and Information Literacy Study (ICILS), show how social
challenges, such as participation and handling heterogeneity at school, can be
addressed through media. In numerous studies, it becomes apparent that German
teachers do not sufficiently see the potential of digital media, especially for
the improvement of learning opportunities for individuals with diverse learning
requirements. German teachers are not well able to apply digital media
appropriately in their lessons. Teachers need to be qualified and to design
modern education with accessible media. In Germany, the ratio between available
computers and pupils (1:4) is far better than the rate between teaching with
and without computers. According to the teacher’s reports, only 9% of teachers
are using digital media daily. Approximately 40% use digital media seldom or
never. It seems that the cause is a skeptical attitude towards media among
teachers, especially in humanities. That may result from missing didactical
competences regarding digital media. The idea of Technical Pedagogical Content
Knowledge (TPACK) and extending that explanatory model for teachers’
competencies on the inclusive practices builds the theoretical background for
the design of joint seminars by the Research Center Youth-Media-Education as
part of the Faculty for Cultural Studies and the Research Cluster Technology
for Inclusion and Participation at the University of Dortmund. Prospective
teachers should become familiar with this way of collaboration. Already for
four years now, a teaching team from these two departments designs
collaborative lectures. Inclusive teaching and learning in different contexts
are practiced in tutorials with practical approaches as well. In tandems, the
students develop a learning situation at school or extracurricular institutions.
Afterward, they present it. The presentation focuses on the concept, its
teaching and learning conditions, and competence orientation as well as
opportunities and limitations.
KEYWORDS
media and information literacy, inclusive education, media education, team teaching, digital scholarship, teachers’ education, mediatization
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