Implementation digitaler Medien als Schulentwicklungsaufgabe

Gräsel, Cornelia; Schledjewski, Janine; Hartmann, Ulrike

doi:10.25656/01:23629

Cited by 4 publications

(4 citation statements)

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“…In addition to these static models, there are some approaches that attempt to map school improvement processes against the backdrop of digital transformation from a dynamic perspective. For example, Gräsel et al ( 2020 ) defined input, processual, and output factors based on existing school improvement models to successfully shape corresponding digital development processes. Classic change management approaches from the world of work can also help in this context, serving as a theoretical basis for the successful implementation of these models (e.g., Kotter 2012 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

et al. 2022

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The COVID-19 pandemic has further highlighted the importance of the digital transformation of educational organizations. The effects of this transformation process are not limited to the classroom level but extend into various areas of the school, such as Equipment and Technology, Strategy and Leadership, Organization, Employees, and Culture. Against this background, we assessed the status quo of the digital transformation in Swiss vocational schools from the perspective of both school management members and teachers. For this endeavor, two surveys were conducted: the first one in the period from November 2019 to January 2020 (school management members) and the second one between June and September 2020 (teachers). In total, 202 school management members and 1,739 teachers from 62 schools participated in the study. The results of the analyses indicate that the digitization-related dimensions of Strategy and Leadership, as well as Pedagogical IT Support, were perceived better by school management members, whereas teachers considered the areas of Digital Competencies, Attitudes, and Culture to be more advanced. Furthermore, linear regression models show that the dimensions considered important when assessing the status quo of digital transformation differ between the groups. The results emphasize the importance of communication between and the inclusion of all school stakeholders for the successful management of the digital transformation.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

et al. 2022

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“…digitaler Transformation und KI ist maßgeblich verknüpft mit Entscheidungsträger*innen und Leitungsfunktionsinhaber*innen, insbesondere Schulleitungen (Tysem & Sauers, 2021). Digitalisierung und KI-Implementation sollten als Schulentwicklungsaufgabe verstanden werden und auf allen Ebenen gefördert werden (Gräsel et al, 2020).…”

Section: Ebenenübergreifende Und Interebenen-verschränkungenunclassified

Schule und Unterricht im Zeitalter Künstlicher Intelligenz (KI): Auf dem Weg zu einer nachhaltigen Implementation

Kretschmann

2024

#schuleverantworten

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Künstliche Intelligenz (KI) hat sich als nicht mehr wegdenkbare Größe im zeitgenössischen Bildungsdiskurs etabliert, sodass die daraus erwachsene Frage des Umgangs mit KI in Schule und Unterricht sozusagen zwangsläufig Handlungsdruck hinsichtlich einer nachhaltigen Implementation erzeugt hat. Diese Implemenation kann struktursystematisch auf der Meso- (Bildungspolitik), Makro- (System Schule) und Mikro-Ebene (Unterricht) abgebildet werden. In diesem Prozess der nachhaltigen Implementierung kristallisieren sich Domänen des Wandels (Modus der Wissenvermittlung, Prüfungsformate und Aufgabenkultur, Rolle der Lehrkraft, Lernort) heraus, in denen sich wesentliche Veränderungen im Schulsystem abspielen werden. KI ist folglich als vornehmlich ultimativer Game Changer zu verstehen, der eine Auseinandersetzung mit ihr unumgänglich, ja sogar lohnend und obligatorisch im Sinne von Innovation und Progression, macht.

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“…Teacher cooperation, particularly with regard to instruction, is considered a pivotal aspect of contemporary school quality (Ditton & Müller, 2011; Scheerens & Bosker, 1997). Furthermore, it is seen as a key indicator of school development in the digital age (Gräsel et al, 2020). In the literature on teacher cooperation, much attention has been given to the concept of professional learning communities (PLCs).…”

Section: School Quality – a Theoretical Frameworkmentioning

confidence: 99%

Changes in Teachers’ Perceptions of School Quality During COVID-19

Helm

Huber

2023

Zeitschrift für Psychologie

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The COVID-19 pandemic brought forth unique challenges for schools, requiring a sudden shift to remote learning. However, there have been no empirical studies examining the effects of the pandemic on school quality. This study aims to address this research gap by examining teacher data from a longitudinal study ( n = 2,616 teachers in 120 schools in Germany) on various aspects of school quality. Using multiple-group multiple-indicator univariate latent change score modeling based on latent covariate propensity score balancing, we investigate whether COVID-19 impacted school quality – that is, school climate, collective teacher efficacy, teacher cooperation, and distributed leadership. With a few exceptions, we could not detect significant differences in the development of teachers’ perceptions of school quality during the pandemic compared to developments that occurred prior to the pandemic. For example, adaptive teaching increased more than before the pandemic, while social support between teachers decreased more than before the pandemic.

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Implementation digitaler Medien als Schulentwicklungsaufgabe

Cited by 4 publications

References 0 publications

Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

Schule und Unterricht im Zeitalter Künstlicher Intelligenz (KI): Auf dem Weg zu einer nachhaltigen Implementation

Changes in Teachers’ Perceptions of School Quality During COVID-19

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