Item
Media and Information Literacy in Inclusive Education: A Team Teaching Concept at the Technische Universität Dortmund
- Author
- Ingo Bosse, Gudrun Marci-Boehncke
- Year
- 2019
- Publisher
- David Publishing
- DOI/Link
- 10.17265/2159-5313/2019.03.001
- Abstract
-
There is a desideratum in the research about the interdependencies of inclusive education and media education.
Digital media can facilitate individualized and cooperative learning. Additionally, digital media can be used to promote inclusion. However, which factors influence the acquisition of media and information literacy in inclusive
education? Comparative international studies, e.g., the International Computer and Information Literacy Study
(ICILS), show how social challenges, such as participation and handling heterogeneity at school, can be addressed
through media. In numerous studies, it becomes apparent that German teachers do not sufficiently see the potential
of digital media, especially for the improvement of learning opportunities for individuals with diverse learning requirements. German teachers are not well able to apply digital media appropriately in their lessons. Teachers need to be qualified and to design modern education with accessible media. In Germany, the ratio between available computers and pupils (1:4) is far better than the rate between teaching with and without computers. According to the teacher’s reports, only 9% of teachers are using digital media daily. Approximately 40% use digital media seldom or never. It seems that the cause is a skeptical attitude towards media among teachers, especially in humanities. That may result from missing didactical competences regarding digital media. The idea of Technical
Pedagogical Content Knowledge (TPACK) and extending that explanatory model for teachers’ competencies on the inclusive practices builds the theoretical background for the design of joint seminars by the Research Center
Youth-Media-Education as part of the Faculty for Cultural Studies and the Research Cluster Technology for Inclusion and Participation at the University of Dortmund. Prospective teachers should become familiar with this
way of collaboration. Already for four years now, a teaching team from these two departments designs collaborative lectures. Inclusive teaching and learning in different contexts are practiced in tutorials with practical approaches as well. In tandems, the students develop a learning situation at school or extracurricular institutions. Afterward, they present it. The presentation focuses on the concept, its teaching and learning conditions, and competence orientation as well as opportunities and limitations. - Language
- English
Similar Articles
- Media literacy as a tool in the agency empowerment process
- Development of a Media Literacy Skills Scale
- Evaluating Online Media Literacy in Higher Education: Validity and Reliability of the Digital Online Media Literacy Assessment (DOMLA)
- The Promises, Challenges and Futures of Media Literacy
- The Past, Present, and Future of Media Literacy Education
- Measuring Media Literacy for Media Education: Development of a Questionnaire for Teachers' Competencies