Media-Kids and Low-Tech Teachers?
_As the central topic of our course is the use of new media in foreign
language teaching, the question arouses in how far the use of new media has already
been integrated in our schools. Are our schools populated by “media-kids“ and “low-tech
teachers”? In order to answer this question I would like to give an overview on
two studies dealing with the topic. First, I am going to present selected
results of the survey “JIM 2010:
Jugend, Information, (Multi-)Media” conducted by Medienpädagogischer Forschungsverbund Südwest. The study analyses how teenagers
from 12-19 years of age use media in Germany. Secondly, I am going to present
major results of a representative study of the use of electronic media
in schools carried out by Bitkom (Bundesverband Informationswirtschaft
Telekommunikation und neue Medien e.V.). This survey clarifies the teachers’ perspective.
Finally, I am going to draw a conclusion.
As already mentioned, I am going to give on overview of the results of the surveys. If you are interested in details, you can find all results of the studies here:
As already mentioned, I am going to give on overview of the results of the surveys. If you are interested in details, you can find all results of the studies here:
_ JIM 2010
The JIM study reveals that almost every teenager owns a mobile phone (98 % of the girls and 96 % of the boys) and that even around 80 % of the teenagers also possess a computer or a laptop (JIM 8). Generally, the teenagers consider the use of the internet to be important. This is indicated by 87 % of the girls and 86 % of the boys (13). Another aspect of the survey is the purpose of using the internet and the computer during their free time and during the time they spend in school. Strikingly, 49 % of all teenagers use the internet and the computer at home to work for school (34). Yet, they work with these media to a lesser extent in school: only 16 % use them in school (34).
Might “low-tech teachers” be the reason?
Bitkom 2011
New media and teachers
Teachers are well-equipped with new media. For instance, nine out of ten teachers use the internet and four out of ten teachers own a smartphone (Bitkom 8). Thus, it is not astonishing that the majority of teachers (85 %) claim to have a positive attitude towards new media and even ten percent consider themselves as “techies” (9). As regards preparation of classes, the computer is an essential tool since the majority of teachers (78 %) use the computer at least one time in a week (11).
Use of electronic media in school
More than 75 % are convinced that teachers and pupils can benefit from using new media in school (14). The study reveals that over 90 % of the teachers use projectors (16). These are followed by overhead projectors (63 %) (16). It is striking that only 34 % of the teachers use smart boards or whiteboards (16). Probably, not all classrooms are equipped with smart boards and whiteboards. As regards the purpose, new media is most often used for doing research on the internet (88 %), for giving presentations either by pupils (83 %) or by teachers (68 %), and for using specific learning programs (45 %) (22).
Situation in schools
Teachers were also asked to evaluate the situation in schools with regard to the use of new media. The study reveals that teachers often are dissatisfied with the technical equipment of their schools (30). Apart from the improvement of technical equipment, teachers also ask for improvements of teacher training as regards new media (30).
Media-kids and media-teachers
Considering these results, I think that our schools are populated by teachers and pupils interested in new media. In my opinion, the claim that teachers do not want to integrate new media in school is a prejudice. Quite the contrary, they demand improvements of technical equipment and teacher training in order to enhance the integration of media in the classroom. Thus, our teachers cannot be regarded as “low-tech teachers”, but they are keeping up with our “media-kids”!
The JIM study reveals that almost every teenager owns a mobile phone (98 % of the girls and 96 % of the boys) and that even around 80 % of the teenagers also possess a computer or a laptop (JIM 8). Generally, the teenagers consider the use of the internet to be important. This is indicated by 87 % of the girls and 86 % of the boys (13). Another aspect of the survey is the purpose of using the internet and the computer during their free time and during the time they spend in school. Strikingly, 49 % of all teenagers use the internet and the computer at home to work for school (34). Yet, they work with these media to a lesser extent in school: only 16 % use them in school (34).
Might “low-tech teachers” be the reason?
Bitkom 2011
New media and teachers
Teachers are well-equipped with new media. For instance, nine out of ten teachers use the internet and four out of ten teachers own a smartphone (Bitkom 8). Thus, it is not astonishing that the majority of teachers (85 %) claim to have a positive attitude towards new media and even ten percent consider themselves as “techies” (9). As regards preparation of classes, the computer is an essential tool since the majority of teachers (78 %) use the computer at least one time in a week (11).
Use of electronic media in school
More than 75 % are convinced that teachers and pupils can benefit from using new media in school (14). The study reveals that over 90 % of the teachers use projectors (16). These are followed by overhead projectors (63 %) (16). It is striking that only 34 % of the teachers use smart boards or whiteboards (16). Probably, not all classrooms are equipped with smart boards and whiteboards. As regards the purpose, new media is most often used for doing research on the internet (88 %), for giving presentations either by pupils (83 %) or by teachers (68 %), and for using specific learning programs (45 %) (22).
Situation in schools
Teachers were also asked to evaluate the situation in schools with regard to the use of new media. The study reveals that teachers often are dissatisfied with the technical equipment of their schools (30). Apart from the improvement of technical equipment, teachers also ask for improvements of teacher training as regards new media (30).
Media-kids and media-teachers
Considering these results, I think that our schools are populated by teachers and pupils interested in new media. In my opinion, the claim that teachers do not want to integrate new media in school is a prejudice. Quite the contrary, they demand improvements of technical equipment and teacher training in order to enhance the integration of media in the classroom. Thus, our teachers cannot be regarded as “low-tech teachers”, but they are keeping up with our “media-kids”!
_
Works Cited
Medienpädagogischer Forschungsverbund Südwest. JIM 2010 Jugend, Information, (Multi-)Media. Basisstudie zum Medienumgang 12- bis 19-Jähriger in Deutschland. Medienpädagogischer Forschungsverbund Südwest. Jim-Studie.Web. 30 Oct. 2011. PDF File.
BITKOM Bundesverband Informationswirtschaft, Telekommunikation und neue Medien e. V. Schule 2.0. Eine repräsentative Untersuchung zum Einsatz elektronischer Medien an Schulen aus Lehrersicht. BITKOM. Bundesverband Informationswirtschaft, Telekommunikation und neue Medien e.V. Web. 30 Oct. 2011. PDF File.
Works Cited
Medienpädagogischer Forschungsverbund Südwest. JIM 2010 Jugend, Information, (Multi-)Media. Basisstudie zum Medienumgang 12- bis 19-Jähriger in Deutschland. Medienpädagogischer Forschungsverbund Südwest. Jim-Studie.Web. 30 Oct. 2011. PDF File.
BITKOM Bundesverband Informationswirtschaft, Telekommunikation und neue Medien e. V. Schule 2.0. Eine repräsentative Untersuchung zum Einsatz elektronischer Medien an Schulen aus Lehrersicht. BITKOM. Bundesverband Informationswirtschaft, Telekommunikation und neue Medien e.V. Web. 30 Oct. 2011. PDF File.