Digitale Medien in Schule und Unterricht erfolgreich implementieren. Eine empirische Analyse aus Sicht der Schulentwicklungsforschung.

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Autor/in	Eickelmann, Birgit
Titel	Digitale Medien in Schule und Unterricht erfolgreich implementieren. Eine empirische Analyse aus Sicht der Schulentwicklungsforschung. Gefälligkeitsübersetzung: Successful implementation of digital media in school and teaching. An empirical analysis from the viewpoint of research on school development.
Quelle	Münster: Waxmann (2010), 336 S.Verfügbarkeit Zugl.: Dortmund, Univ., Diss., 2009.
Reihe	Empirische Erziehungswissenschaft. 19
Beigaben	grafische Darstellungen; Literaturangaben S. [311]-329
Zusatzinformation	Inhaltsverzeichnis
Sprache	deutsch
Dokumenttyp	gedruckt; Monographie
ISBN	978-3-8309-2243-8
Schlagwörter	Vergleich; Schule; Schulentwicklung; Lernen; Computer; Interaktive Medien; Lehre; Unterricht; Digitalisierung; Medientechnik; Hochschulschrift; Implementierung; Internet; Bayern; Deutschland; Niedersachsen; Nordrhein-Westfalen
Abstract	"Seit der Einführung von Computern und Internet in Schulen gibt es Studien, die die Bedingungsfaktoren der Implementierung digitaler Medien in schulische Lehr-/Lernkontexte untersuchen. Die in dieser Arbeit ausgeführte Studie, die eine Teilforschung einer von der Deutschen Forschungsgemeinschaft (DFG) finanzierten und umfassenderen Folgestudie (Laufzeit 2006 bis 2007) zur deutschen SITES M2 (Second Information Technology in Education Study, Module 2, 1999-2002; IEA-Studie) bildet, untersucht erstmals über einen mehrjährigen Zeitraum mit qualitativen und quantitativen Methoden die Bedingungsfaktoren der nachhaltigen Implementierung digitaler Medien in Schulen aus Sicht der Schulentwicklungsforschung. Die Datengrundlage bilden Fragebögen und qualitative Interviews mit Lehrpersonen, Schulleitungen, IT- bzw. Medienkoordinatoren, Schülerinnen und Schülern der Primar- und Sekundarstufen sowie schulische Konzepte." (Autorenreferat). "Ever since ICT applications were meant to be used in schools, reasons supporting or hindering ICT integration were considered in empirical. From an economic perspective the most interesting point is the balance between financial investments in IT-equipment, technical support, costs for teacher training and learning outcomes. On the other hand more didactical and pedagogical approaches consider the use of ICT and the change of learning as for example studied in the Second Information Technology in Education Study, Module 2. This international study is a starting point for further research concerning factors that sustain the implementation of ICT by framing a preliminary model. With regard to this and further national and international findings described in this book, the research study endeavours to examine which conditions contribute to a successful and sustainable ICT implementation in schools and classroom practice. As a core aspect of a larger follow-up study of the SITES M2, financed by the German Research Foundation, it analyzes the sustainability of ICT-integration. The German follow-up study of SITES-M2 (2006-2007) is a qualitative and quantitative study based an case studies. lt has been conducted five years after SITES-M2 which is - regarding to Fullan's understanding of school improvement - an adequate timeframe for the implementation of innovations in schools. The Sample consists of eleven of the twelve German SITES-M2-schools. The follow-up study adopts the methodological approach of the SITES-M2 and adds student and teacher questionnaires in order to measure long-term outcomes as well. With qualitative interviews, questionnaires and the analysis of school programs and media concepts of the schools, rich data was gathered from teachers, fourth-, tenth- and twelfth-graders as well as from IT-coordinators and headmasters in primary and secondary schools. The media use of these schools covers a variety of applications such as stationary computers and mobile devices, especially handhelds and laptop computers. The research question of the current partial study of the German follow-up study concerns the identification of obstacles and contributing conditions and aims to give an answer to the question of why some ICT-based innovations fail while others flourish. The scope of the research provides a framework for an approach to school improvement and school development. The theoretical framework for this research is drawn from models of school quality assessment and school effectiveness regarding the context-, input- and process-level of schools. This study is one of the first concerning the sustainability of ICT-implementation considering a corresponding period and school improvement issues. lt develops an instrument to measure the sustainability of ICT-integration and therefore clarifies the concept 'sustainability' itself. The main outcome is to identify the conditions of sustainable IT-implementation in schools. The research results are outlined in a new model. Furthermore, the results allow comparing the conditions between different school levels. In addition, a typology of teachers' ICT adoption and their perception of obstacles is lined out. Moreover, the Eindings enable to analyze the shift of the conditions supporting implementing Computers and the Internet in classroom practice, which has taken place within recent years. The consideration of general models of school quality assessment and school effectiveness offers a point for intersection between ICT implementation and holistic concepts of school improvement and development." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2010/3