Digitalisierung in der frühen Bildung:  Der Umgang mit digitalen Medien im Spannungsfeld zwischen Schutzraum und Schlüsselkompetenz

Nieding, Iris; Klaudy, Elke Katharina

doi:10.31244/9783830991991.02

Cited by 9 publications

(4 citation statements)

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“…However, as the present study shows, this is not the case in all Western countries. Studies have demonstrated that ones' own pedagogical media competencies are decisive for whether media are a central component in everyday early childhood education with children (Nieding & Klaudy, 2020). The state of research regarding early childhood educators' media competence is a desideratum (Knauf, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…In the German-speaking world, the field of early childhood education has very few connections to virtual teaching/ learning platforms, and general knowledge of further training programmes is somewhat rare (Buschle & König, 2018). Nieding and Klaudy (2020) emphasised in their study that early childhood educators' attitude and approach towards digital media is a major factor in whether digital media are used. Early childhood educators are currently required to use digital media to meet instructional goals (keyword: educational plans) whilst simultaneously fulfilling pedagogical requirements in the context of current societal developments.…”

Section: (Online) Professional Development Programmes Could Be the Wa...mentioning

confidence: 99%

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Challenges and barriers to Austrian early childhood educators' participation in online professional development programmes

Pölzl‐Stefanec

2021

Brit J Educational Tech

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Section: Discussionmentioning

confidence: 99%

Section: (Online) Professional Development Programmes Could Be the Wa...mentioning

confidence: 99%

Challenges and barriers to Austrian early childhood educators' participation in online professional development programmes

Pölzl‐Stefanec

2021

Brit J Educational Tech

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“…Design Thinking). Wie bereits im Review des letzten Bandes (siehe Nieding & Klaudy, 2020) beschrieben, sind Kompetenzen und Haltung der pädagogischen Fachkräfte zentrale Schlüsselelemente für einen sicheren Einsatz digitaler Medien in der Praxis. Dennoch schätzt weiterhin ein Großteil der befragten Fachkräfte die technischen Medienkenntnisse von Erziehenden als mangelhaft ein (72 %).…”

Section: Hürdenunclassified

Bildung im digitalen Wandel

Kammerl¹

2019

DDS

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Für die Umsetzung von Konzepten zur digitalen Bildung spielt der Prozess der Organisa tions entwicklung eine entscheidende Rolle. Der folgende Beitrag führt unter Berücksichtigung aktueller Entwicklungen im Zuge der Covid-19-Pandemie in das Thema Digitalisierung und Organisationsentwicklung von Bildungsinstitutionen ein und stellt einige der bildungspolitischen Konzepte und Strategien in diesem Umfeld vor. Anschließend werden die Methodik und der Arbeitsprozess der Reviewerstellung erläutert, die diesem Band zu Grunde liegen. Um eine umfassende Menge an aktuellen Studien zu identifizieren, wurde eine systematische Literaturrecherche mit deutschen und englischen Suchwörtern für den Suchzeitraum 2010, bzw. 2016 bis 2020 durchgeführt. Für die verschiedenen Bildungssektoren wurden jeweils eigene Datenbanksuchen und erweiterte Suchstrategien angewandt. Abschließend wird in diesem Kapitel diskutiert, welche Formen von Bias in Reviewverfahren auftreten können. Dabei lässt sich aufzeigen, dass Bias zwar nie ganz ausgeschlossen werden kann, aber auch kürzer angelegte Reviewverfahren von bestimmten Arbeitsschritten im Reviewprozess wie Transparenz, Dokumentation und Data-Sharing profitieren können.

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“…Currently existing studies mostly focus on promoting the application of artificial intelligence technology in preschool education (Jiang, 2020). Others are stressing the potential impact on teaching and learning (Nieding et al, 2020;Tuomi, 2018).…”

Section: Introductionmentioning

confidence: 99%

I’m Not a Robot - Report on the Implementation of Ai in Early Childhood Education

Stadler-Altmann¹,

Schumacher²

2022

Education and New Developments 2022 – Volume I

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"Artificial intelligence (AI) technology is creating a new reality in daily life with e.g., smart home functions. This in turn has a major impact on both the socialisation processes of children and communication behaviour in family. The increasing technology-driven saturation of our everyday routines with AI is a crucial challenge for educational institutions. However, looking at AI in pedagogical work in kindergartens from a scientific perspective, the topic still has some research gaps. Only a few articles, describe efficient education concepts aiming at fostering AI literacy (cf. Chen et al., 2020; Kandlhofer et al., 2017). In Early Childhood Education (ECE) practice, however, there are many reservations about technology, digital media, and AI in particular (Mertala, 2017). Nevertheless, it is imperative that pedagogically trained professionals understand in depth the implications that arise from the interaction between humans and AI. Within the framework of the project, which is focused on pedagogical practice, educators are encouraged to deal with the topic of AI on the one hand and to test concrete implementation possibilities with didactic materials, so-called toolboxes, on the other. In this way, the use of AI can become a key competence both in pedagogical professional training and in the educational biography of children. Consequently, the aim of I’m not a robot-project is to design transferable and practical modules within the further training of educational professionals to enable an active, creative, and conscious use of AI-based technologies throughout Europe. Furthermore, the goal is to develop and test innovative didactic methods regarding AI teaching and learning materials. The EduSpace Lernwerkstatt -a working unit of the Free University of Bolzano- will conduct the mixed-method study in close cooperation with the project partners, who will all carry out development and testing independently and with country-specific characteristics. The ultimate aim is to develop training programmes for educators that will enable them to integrate current technological developments into their everyday work in a meaningful way."

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Digitalisierung in der frühen Bildung: Der Umgang mit digitalen Medien im Spannungsfeld zwischen Schutzraum und Schlüsselkompetenz

Cited by 9 publications

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Challenges and barriers to Austrian early childhood educators' participation in online professional development programmes

Challenges and barriers to Austrian early childhood educators' participation in online professional development programmes

Bildung im digitalen Wandel

I’m Not a Robot - Report on the Implementation of Ai in Early Childhood Education

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