Überzeugungen von Lehrpersonen zu digitalen Medien. Eine qualitative Untersuchung zu Entstehung, Bedingungsfaktoren und typenspezifischen Entwicklungsverläufen

Schäfer, Daniela Knüsel

doi:10.35468/5826

Cited by 16 publications

(8 citation statements)

References 147 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Accordingly, it could be explained that the high degree of novelty, as well as a lack of media pedagogical knowledge regarding AR (cf. Sumadio and Rambli, 2010;Knüsel Schäfer, 2020), influenced the assessment of self-efficacy (Graham et al, 2009;Krause and Eilks, 2015). However, interest in technology or openness to new things might have positively affected self-efficacy and explained the re-expected elevated scores (Knüsel Schäfer, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Sumadio and Rambli, 2010;Knüsel Schäfer, 2020), influenced the assessment of self-efficacy (Graham et al, 2009;Krause and Eilks, 2015). However, interest in technology or openness to new things might have positively affected self-efficacy and explained the re-expected elevated scores (Knüsel Schäfer, 2020). Teachers may also overestimate themselves (Knüdel Schäfer Becker et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ attitudes and self-efficacy toward augmented reality in chemistry education

Ripsam,

Nerdel

2024

Front. Educ.

View full text Add to dashboard Cite

Digital media have played a central role in everyday school life, at least since the governments in various competence frameworks define the digital competence areas. With a view to experimentation in STEM lessons, digital media offers a variety of opportunities to promote learning processes. A benefit is expected from technological progress when visually imperceptible scientific processes are made visible with software and hardware systems. Augmented reality combines the real and virtual worlds so that the viewer physically moves in a real environment that contains virtual elements. Consequently, augmented reality offers good conditions for expanding students’ subject-specific knowledge regarding substance-particle concept understanding. When a technology like augmented reality is used in the classroom, the learning environment must be accepted by teachers. Teachers are thus actively involved in the modification of digital learning environments so that they can identify, evaluate, and select digital resources. Teachers’ acceptance, therefore, presupposes an upbeat assessment of the usability of the innovation. Attitudes and self-efficacy can influence digital literacy and, thus, acceptance. The study investigates whether chemistry teachers positively embrace augmented reality and accept them as learning tools. Considering the T(D) Pack model, the teachers’ digital competencies are examined concerning the subject- and media-didactic evaluation of digital media. First, self-efficacy and attitudes of teachers (N = 157) are assessed. After processing the (non-/HMD-)augmented reality learning environment, an acceptance and usability test (N = 122) follows. The data analysis provides reliability and correlation analyses according to classical test theory. The results demonstrated that chemistry teachers saw great potential in using digital media and AR and, in particular, positively evaluated the AR learning environment on the tablet for chemistry teaching. In this context, the analyses revealed significant correlations between attitudes and acceptance.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teachers’ attitudes and self-efficacy toward augmented reality in chemistry education

Ripsam,

Nerdel

2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Knüsel Schäfer (2020) widmet sich in Form einer qualitativen Studie der Frage, welche Überzeugungen sich bei Lehrpersonen zu digitalen Medien identifizieren lassen, und arbeitet vier Kernkategorien von Überzeugungen zu digitalen Medien heraus (Überzeugungen zur Effizienz; Überzeugungen in Bezug auf Mehrwerte für schulische Lehr-und Lernprozesse; Überzeugungen zu ICT-Kompetenzen als Kulturtechnik; Überzeugungen, in denen sich Akzeptanz und Ablehnung manifestieren). Die Ergebnisse lassen sich so deuten, dass an Schulen über Lehren und Lernen mit digitalen Medien unterschiedliche Überzeugungen existieren, die nicht per se gemeinsame Überzeugungen darstellen, die an der Schule geteilt werden.…”

Section: Forschungsbefunde Zur Schulkultur Im Zeitalter Der Digitalen...unclassified

School Culture-Related School Types in the Age of Digital Transformation

Caruso,

Drossel,

Heldt

2023

MedienPädagogik

View full text Add to dashboard Cite

Angesichts des technischen Fortschritts, eines Digitalisierungsdefizits an deutschen Schulen sowie der Erfahrungen in Schule und Unterricht als Folge der Corona-Pandemie wird sichtbar, dass die Frage nach einer lernförderlichen Schulkultur im Zeitalter der digitalen Transformation ihre Relevanz behält: Einerseits zeigt sich, dass sich die Schulkultur im Zeitalter der digitalen Transformation verändert, weil Potenziale und Herausforderungen für Schule und Unterricht mit dieser verbunden sind. Andererseits trägt sie zur erfolgreichen Implementation digitaler Medien bei. Bisherige Forschungsbefunde im Zusammenhang mit der digitalen Transformation fokussieren insbesondere die Input- bzw. Akteurs- und Handlungsebene, u. a. digitalisierungsbezogene Kompetenzen von Lehrkräften (Meyer, Becker, und Bock 2023; Caruso, Heldt, und Drossel 2022; Vogelsang et al. 2023) und deren Kooperationsverhalten (Drossel und Heldt 2022; Schulze, Drossel, und Eickelmann 2022). Weniger beleuchtet ist bisher jedoch, wie Lehrkräfte angesichts der digitalen Transformation die Schulkultur an ihrer Schule wahrnehmen und inwiefern sich auf dieser Basis schulkulturbezogene Schultypen identifizieren lassen. Diesen Fragen widmet sich dieser Beitrag und exploriert, inwiefern sich die schulkulturbezogenen Schultypen in Bezug auf die Hintergrundmerkmale der befragten Lehrkräfte unterscheiden. Auf Grundlage einer Latent Class Analysis werden drei schulkulturbezogene Schultypen ersichtlich: innovations- und kooperationsstark (Typ I: 45,74 %), innovationsstark und kooperationsgehemmt (Typ II: 17,95 %), innovations- und kooperationsgehemmt (Typ III: 36,31 %). Die Typen unterscheiden sich hinsichtlich der Hintergrundmerkmale nicht voneinander.

show abstract

“…While there are several studies about the acceptance of digital media use, works with teachers in primary education are still limited. Most of the research is related to secondary or vocational schools or from teachers in college or preparatory service (Bach, 2016; Courduff et al., 2016; Eickelmann et al., 2019; Ertmer & Ottenbreit‐Leftwich, 2010; Kimmons, 2018; Knüsel & Schäfer, 2020; Mishra & Koehler, 2006). To the best of the authors' knowledge, there are currently no studies that have been carried out with primary school teachers in a real educational context.…”

Section: Introductionmentioning

confidence: 99%

Appropriation of adaptive literacy games into the German elementary school classroom

Pflaumer¹,

Knorr²,

Berkling³

2021

Brit J Educational Tech

View full text Add to dashboard Cite

The study presented here was aimed at understanding how teachers go about appropriating technology from the iRead EU Horizon 2020 Project into the classroom. iRead provides an adaptive personalised literacy game called Navigo that is deployed in tablets and intended for regular usage in the elementary school classroom. In our case, the game was provided for beginning readers of German. The goal of iRead was to develop these games and then understand how these can be deployed successfully into the classroom. The adaptation of technology by teachers has been a well‐studied phenomenon for decades in some countries. However, in Germany, elementary schools lag behind in digitalisation, making such studies more difficult, resulting in a knowledge gap this study seeks to fill. Appropriation of the Navigo game by the teachers was studied through a series of semi‐formal interviews with 21 teachers from 9 schools, scheduled at the beginning, middle and end of the project, resulting in a total of 55 interviews. Results show that teachers had similar experiences within the project, and faced common stumbling blocks, such as (a) technology, (b) digital literacy and (c) understanding the pedagogical use of adaptive learning games. While teachers generally accepted that interacting with tablets taught pupils the important skill of digital literacy, most teachers did not fully understand how pupils acquired language skills through Navigo. Those teachers who understood the academic benefit of the learning game appropriated Navigo fully by purposefully leveraging the adaptivity of the games to support pupils in a personalised manner. Using thematic analysis and automatic clustering of keyword occurrences in the interviews, we were able to identify four ‘personas’ on the continuum of teacher characteristics. Mapping teachers to these ‘personas’ determined the level of support required during the appropriation process. It was shown that the ‘personas’ are relatively stable and can be identified within the first weeks of appropriation to ensure a successful process as soon as possible. What is already known about this topic Appropriation of technology models. Technology use in school for older pupils. Educational games outside of school. What this paper adds A view on technology usage in elementary schools particular to the German context with large amount of teacher interviews from diverse schools. Personas that can be identified early on in the process of appropriation based on simple interviews. Particular challenges of using adaptive technology in the classroom. Implications for practice and/or policy A simple model for picking appropriate teacher support in appropriation. Results show a clear need for improving technology support in the schools. Teacher training must include digital competence and openness to the idea of independent learning paths.

show abstract

Überzeugungen von Lehrpersonen zu digitalen Medien. Eine qualitative Untersuchung zu Entstehung, Bedingungsfaktoren und typenspezifischen Entwicklungsverläufen

Cited by 16 publications

References 147 publications

Teachers’ attitudes and self-efficacy toward augmented reality in chemistry education

Teachers’ attitudes and self-efficacy toward augmented reality in chemistry education

School Culture-Related School Types in the Age of Digital Transformation

Appropriation of adaptive literacy games into the German elementary school classroom

Contact Info

Product

Resources

About