You are here:
Public Sector
Details
Acceptance through education
July 24, 2009
Professor Wilfried Hendricks, founder and head of the IBI-Institut für Bildung in der Informationsgesellschaft [IBI Institute for Education in the Information Society] at Berlin University of Technology, and “inventor” of the German education media’s “digita” award, on multimedia learning systems and their use in educational facilities, or for private purposes.
How important are multimedia learning systems for the success of schools, teachers and pupils?
In contrast to classical teaching methods, teachers can use multimedia support to approach children and young people more individually. Furthermore, multimedia learning systems offer more freedom to find things out for yourself and develop your own knowledge further. Teachers can support this independent learning as “supervisors” and intervene, if necessary, to stop pupils from charging off in the wrong direction. In general it is clear that the potential for learning through multimedia has grown considerably, so that the young people of today are able to make use of digital systems.
In contrast to classical teaching methods, teachers can use multimedia support to approach children and young people more individually. Furthermore, multimedia learning systems offer more freedom to find things out for yourself and develop your own knowledge further. Teachers can support this independent learning as “supervisors” and intervene, if necessary, to stop pupils from charging off in the wrong direction. In general it is clear that the potential for learning through multimedia has grown considerably, so that the young people of today are able to make use of digital systems.
Teachers are struggling to use such systems, though.
Many teachers are struggling to move away from their conventional didactic concepts. The reason for this is that teachers are having to re-orientate themselves, because up to now they have not been trained to any great extent in the use of multimedia learning systems. At the moment, every teacher is having to acquire these techniques on their own, or through attending a teacher training course. Unfortunately the state is not yet offering enough of this training, though the first pioneering attempts to use computers in schools began as early as 1983. But even now, learning by means of digital media is not a mass movement, and obviously insufficient account is being taken of expanding the IT structure, even in the economic stimulus packages.
Many teachers are struggling to move away from their conventional didactic concepts. The reason for this is that teachers are having to re-orientate themselves, because up to now they have not been trained to any great extent in the use of multimedia learning systems. At the moment, every teacher is having to acquire these techniques on their own, or through attending a teacher training course. Unfortunately the state is not yet offering enough of this training, though the first pioneering attempts to use computers in schools began as early as 1983. But even now, learning by means of digital media is not a mass movement, and obviously insufficient account is being taken of expanding the IT structure, even in the economic stimulus packages.
So teachers are just not ready to adopt multimedia learning methods?
.You can’t say that in quite such general terms. Those teachers who know about multimedia teaching and learning and who already work with these systems are approaching the new technologies with enthusiasm. Teachers who lack this knowledge have no idea, or very little idea of what to do with them. A know-how transfer between the two groups could take place as part of further training in the form of peer coaching / peer learning. Support from fellow teachers isn’t everybody’s cup of tea, however. What matters here is the culture of the schools concerned.
.You can’t say that in quite such general terms. Those teachers who know about multimedia teaching and learning and who already work with these systems are approaching the new technologies with enthusiasm. Teachers who lack this knowledge have no idea, or very little idea of what to do with them. A know-how transfer between the two groups could take place as part of further training in the form of peer coaching / peer learning. Support from fellow teachers isn’t everybody’s cup of tea, however. What matters here is the culture of the schools concerned.
It is generally part of the school’s tasks to produce a media development plan, where all the various media etc. fit in as learning tools. If there are people with innovative attitudes managing the school, people who clearly see what they have to do, and can present an understandable concept of what is necessary and what the school intends to achieve using a well-defined media development plan, then they have a better chance of obtaining the necessary funds from their school board.
Another important point: The technical support for IT infrastructure in the schools must be ensured by external providers. Teachers should not have to act as technicians; first because they’re usually not sufficiently qualified to do the job, and secondly they’re too expensive.
