Opening Schools to Students' Informal Digital Knowledge to Enable the Emancipatory Employment of Digital Media.

Autor/in	Heinz, Jana
Titel	Opening Schools to Students' Informal Digital Knowledge to Enable the Emancipatory Employment of Digital Media.
Quelle	Aus: Herlo, Bianca (Hrsg.); Irrgang, Daniel (Hrsg.): Proceedings of the Weizenbaum Conference 2022: Practicing Sovereignty - Interventions for Open Digital Futures. Berlin (2023) S. 171-182 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	2510-7666
DOI	10.34669/wi.cp/4.16
Schlagwörter	Digitale Medien; Medienkompetenz; Schule; Informelles Lernen; Digitalisierung; Deutschland
Abstract	While classes become more heterogeneous and children grow up as digital natives, instruction is still characterized by an emphasis on middle-class children and analogue media. Moreover, national and international comparative studies have repeatedly shown that Germany in OECD comparisons often ranks last in terms of the level of digital learning opportunities in schools. A gap exists between children's lifeworld experiences and informal learning processes in a digital world on the one hand and digital learning opportunities at school on the other. Thus, schools do not offer content and digital infrastructure that links to students' informal digital knowledge. Therefore, there is a need to discuss how schools can integrate the emancipatory power of digitalization.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2023/1