Digital school desk

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The digital school bench is a media didactic concept for integrating digital media into everyday school lessons.

Initial considerations

At Dischba, the focus is on “everyday work in class”. The use of a digital work surface - the digital school desk - causes a change of perspective from analogue media to digital media. The primary work surface is the computer surface, with traditional print media and handwritten notes supplementing media use. This results in “media integration without disadvantageous media discontinuity” for teaching. Therefore, content in school lessons does not have to be converted from digital to analog in a time-consuming process. All classic media ( text , image , sound , film ) are primarily displayed and processed using one technology (digital). The advantages of network structures for gaining information, for exchanging information and for collaboration are developed for the classroom, whereby in particular school work is connected with home work (e.g. with virtual classrooms on the Internet, USB sticks).

Of particular importance is the close connection of the media didactic concept development in the school to infrastructural decisions (holistic system solution) so that technical and didactic-pedagogical issues can be harmonized.

In this context, quality criteria have been developed which have found their way into media consulting in Lower Saxony and as properties of media concepts in milestones towards the goal - media competence in Lower Saxony .

Origin of the term

The name of the media-didactic concept Digital's desk was in the publication with standard software Geography teaching in 2001 by Ulrich Gutenberg introduced. It was created a year earlier when planning a workshop for the Center for German Teachers in Göttingen . The concept of the digital school desk developed by the media-didactic work at the district media center Göttingen, on Grotefend Gymnasium Munden , in the regional teacher training , at the Georg-August-University of Goettingen and the Lower Saxony State Institute for School Quality Development.

Basic media didactic preliminary considerations (key aspects)

Aspect of meaning in teaching
The lesson content (subject-specific) must dominate the media in the classroom and not the other way around.
Perceptual aspect of information
The changed information transfer (copy speed and quality) must have methodological consequences, i. H. the learners need to be guided to reading and editing the sources with digital tools.
Learning aspect of the lesson
The didactic preparation of the content must not be significantly influenced by the use of the media for its own sake. Learning on digital surfaces requires responsible adaptation of didactic and methodical decisions.
Practical aspect of the method
Practically relevant operating paths must be consistently conveyed and the didactic selection of the types and tools of the software are the focus (structured and manageable paths through the “click universe”).
Future aspect of the method
User-friendly and intuitive tools in the software must be placed in front of other operating elements, provided that they promote the process of acquiring (learning) content.
Multimedia aspect of teaching
The possibilities of linking digital media must be used in a didactically relevant manner. Intermedial work must be arranged in a way that is relevant to learning.
Learning environment aspect
The use of computers must be adapted to the learning environment (group work, individual work, project work, frontal teaching, etc.). A flexible use of technology in the school in connection with domestic use must be guaranteed (work on the digital school desk must not necessarily make up the main part of the individual activity of a student in a lesson).
Practical aspect for the teacher
The diversity of the media must also be manageable for the teachers on a daily basis (requires ongoing discourse with technical system development and support).

Basic methods on the digital surface

Four basic methodological cornerstones for the use of application software for information development are selected.

  1. As an intuitive tool for information transfer on the digital school desk, the focus is on drag & drop , whereby the use of the " context menu " (via right mouse button) is also introduced at the same time (note: important key combinations are also introduced later because they are essential for certain activities or helpful.).
  2. Information transfer between the programs is controlled in particular via the taskbar ( Windows system) so that the work surface remains clear.
  3. By using lesson-specific file templates , unnecessary loss of time due to formatting can be avoided.
  4. A well-structured filing of all common data in the school intranet or on the Internet is set up and filing is practiced, whereby the topics of " securing data " and " access rights " should be included.

Practical implementation

In order to ensure systematic and concentrated work with information and communication technologies in the classroom, the user software and the associated technical infrastructure are selected according to didactic aspects. The focus here is not on learning programs that are not tools for thinking and working, and so-called standard software (office packages) that do not have a satisfactory didactic reduction. Rather, age-appropriate tools with reduced complexity are sought for the work surface. At present, such tools offer the programs for the use of so-called interactive whiteboards , since they are designed very closely to teaching situations.

See also

literature

  • Norbert Gebel, Ulrich Gutenberg: Teach geography with standard software. Gotha 2001, ISBN 3-623-20300-9 .
  • Gutenberg, Ulrich: The digital school desk. Use computers as a thinking and learning aid. In: Computer + Studium (Friedrich-Verlag). Special issue:, No. 50, p. 56/57, 2nd quarter 2003.
  • Gutenberg, Ulrich: Standard software PowerPoint versus SmartNotebook. An alternative for the digital school bench. In: Computer + Studium (Friedrich-Verlag). Special issue: Assessing Software, No. 56, pp. 55–57, 4th quarter 2004.
  • Machate, Christian: From text analysis to film analysis. Digital feature film indexing - a method within the framework of the digital school desk (Dischba). In: Computer + Studium (Friedrich-Verlag). Special issue: Reading, No. 71, pp. 34/35, 3rd quarter 2008.
  • Gutenberg, Ulrich / Krumkühler, Tim: Lesson development with IuK media series: Texts on media education 4. (Lower Saxony State Office for Teacher Education and School Development). 1st edition, October 2009.
  • Gutenberg, Ulrich: Digital school desk (Dischba). A concept for integrating media into everyday teaching. In: Computer + Studium (Friedrich-Verlag). No. 77, p. 43, 1st quarter 2010.
  • Gutenberg, Ulrich / Iser, Thomas / Machate, Christian: Interactive whiteboards in class. The practical manual. Schroedel, 2010, ISBN 978-3-507-10414-3 .
  • Gutenberg, Ulrich / Kruse, Joachim: The agony of choice. Approaches to quality assurance of digital media offers for teaching. In: Computer + Studium (Friedrich-Verlag). No. 85, p. 10f, 1st quarter 2012.
  • Press and Information Office of the Lower Saxony State Government (Ed.): Milestones towards the goal - media competence in Lower Saxony. Hanover 2012.

Web links

Individual evidence

  1. ↑ Media concept in Lower Saxony - state concept, p.16f (PDF; 488 kB)
  2. ↑ Norbert Gebel, Ulrich Gutenberg: Teach geography with standard software. Gotha, 2001, p. 3.
  3. ^ Göttingen District Media Center .
  4. ↑ Media concept Grotefend Gymnasium Münden .
  5. ^ Subject didactics of geography at the Georg-August University of Göttingen
  6. ^ Lower Saxony State Institute for School Quality Development - Portal Media Education - Teaching .
  7. ↑ Aims of the digital school desk
  8. ^ Gutenberg, Ulrich / Iser, Thomas / Machate, Christian: Interactive whiteboards in class. The practical manual. P. 39f.