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Opening Schools to Students' Informal Digital Knowledge to Enable the Emancipatory Employment of Digital Media
[conference paper]
This document is a part of the following document:
Proceedings of the Weizenbaum Conference 2022: Practicing Sovereignty - Interventions for Open Digital Futures
Corporate Editor
Weizenbaum Institute for the Networked Society - The German Internet Institute
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 ... view more
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.... view less
Keywords
digital divide; school; digitalization; informal learning; media skills; Federal Republic of Germany
Classification
Basic Research, General Concepts and History of Education and Pedagogics
Technology Assessment
Free Keywords
school education; digital education
Collection Title
Proceedings of the Weizenbaum Conference 2022: Practicing Sovereignty - Interventions for Open Digital Futures
Editor
Herlo, Bianca; Irrgang, Daniel
Conference
4. Weizenbaum Conference "Practicing Sovereignty: Interventions for Open Digital Futures". Berlin, 2022
Document language
English
Publication Year
2023
City
Berlin
Page/Pages
p. 171-182
ISSN
2510-7666
Status
Primary Publication; reviewed