Wo verläuft der Digital Divide im Klassenraum? Lehrerhandeln und Digitale Medien

Abstract

The uses of digital media and media literacy have been integral parts of the educational mandate of schools for years. If one assumes that the basic conditions are established, such as hardware equipment, proven didactic content, teaching and learning-settings and training of teachers, one would expect that digital media would already be widely employed within schools and that teachers would consider teaching media literacy as an essential part of their work. However, experiences and figures prove the opposite. Digital media are only rarely employed within schools and if at all, not in depth. Teachers seem to have certain attitudes towards employing digital media for teaching purposes. These attitudes may inhibit or even prohibit the natural and advanced use of media for teaching. This thesis seeks for interpretive patterns regarding the special relationship between teachers and digital media in the educational context in Germany. For this purpose an exploratory study with practicing teachers was conducted.