Abstract:

For many years, digital competences and working with computers have more and more become an integral part of the lives of people in our society. Banks close their bank branches and work online, cars become riding computers and our health is fully monitored. Nevertheless, in education, it remains very quiet in the digital field. However, ICT can actually strengthen education and teaching, but it still runs up against barriers.

Our research intends to fill the gap between existing technological applications and education practice and thus create space for the work field and the students to explore and experiment. To that end, we do not just put the focus on learning how to work with ICT or on tool-oriented workshops, but actually on the coherence between a thoroughly elaborated didactic scope, a flexible and inspiring environment/space and approachable technological adjustments to this space and the didactics. We investigate how we can achieve learning gains by making minimal interventions in the context or the learning process. We focus on in-class differentiation and investigate how the three quoted cornerstones – learning space, didactics, ICT – can facilitate teachers in the adjustment of their existing practice.

All of this is investigated in the field, in cooperation with our work field and our students. Because, they too want to experiment more with space and ICT and verify what works in their specific context. We work together in ‘Teacher Design Teams’ in which the study department, the experts, the work field and the students work together to link space, didactics and technology as efficiently and as meaningfully as possible to one another.

In our session we want to share the current state of our research and our findings, and also introduce our course analysis instrument.

Keywords:

ICT, Edtech, didactics, learning space, pre-service teacher, teacher training, Technology-Enhanced Learning.