Digital (Text) Sovereignty as a Goal of Forward-thinking Professional Development for Teachers in German L1 Education
Submitted by:
Carina Ascherl
Abstract:
In international comparison, German teachers demonstrate a noticeable hesitancy regarding the integration of digital media (Eickelmann et al. 2019). This also applies to German L1 Education teachers, who express a significant demand for additional professional development across various aspects of competence and learning within German L1 Education. Simultaneously, there is a strong willingness to undergo further training (cf. Brüggemann et al. 2021). However, the current state of research is unclear as to how a subject-specific reflective use of digital media in German L1 Education can be achieved.
The project focuses on the research-based development, implementation, evaluation, optimisation, and nationwide dissemination of training modules to promote the digital (text) sovereignty of German L1 Education teachers from a functional-application-related and personal-reflective perspective. It is funded by the German Federal Ministry of Education and Research as part of the funding line “Competence Center for Digital and Digitally Supported Teaching in Schools and Professional Development in Languages, Social, and Economic Sciences”. Based on findings from previous studies on German L1 Education teachers’ attitudes towards, familiarity with, usage of, and professional development needs regarding digital media (Brüggemann et al. 2021), teacher training courses are being designed. These are aimed at expanding digital (text) sovereignty (Frederking 2022) in dealing with various forms and functions of factual and fictional modes of representation in digital factual and non-fictional texts for practical use, framing strategies in (online) journalism, fake news and disinformation campaigns, and antisemitic conspiracy theories.
The presentation will focus on how
• the construct of “digital sovereignty” (Blossfeld et al. 2018) is adapted in terms of subject didactics, grounded in educational theory, and differentiated in a subject-specific way within the project so that functional and personal subject-specific educational dimensions become visible
• the development process of the professional development courses and the expansion of digital (text) sovereignty will be examined via survey-based data collection, competence tests and an interview study with teachers and students.
The project provides new theoretical and practical insights regarding the construct of digital sovereignty in German L1 Education, with the research-based development of further training modules generating implications for teachers’ educational practice in this field.
Blossfeld, H.-P., Bos, W., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Roßbach, H.-G., Seidel, T., Tippelt R. & Woßmann, L. (2018). Digitale Souveränität und Bildung. Vereinigung der Bayerischen Wirtschaft e.V (Eds.). Waxmann.
Brüggemann, J., Frederking, V., Susteck, S. & Gölitz, D. (2021). Digitales Distanzlernen im Deutschunterricht (DiDiD). Erfahrungen und Fortbildungswünsche von Deutschlehrer*innen vor dem Hintergrund der Corona-Pandemie. https://uol.de/joern-brueggemann/didid-projekt
Eickelmann, B., Bos, W. & Labusch, A. (2019). Die Studie ICILs 2018 im Überblick. Zentrale Ergebnisse und mögliche Entwicklungsperspektiven. In B. Eickelmann, W. Bos, J. Gerick, F. Goldhammer, H. Schaumburg, K. Schwippert, M. Senkbeil, J. Vahrenhold (Eds.), ICILS 2018 #Deutschland. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking (pp. 7-31). Waxmann. DOI: 10.25656/01:18319
Frederking, V. (2022). Digitale Textsouveränität. Funktional-anwendungsorientierte und personal reflexive Bildungsherausforderungen in der digitalen Weltgesellschaft im 21. Jahrhundert: Eine Theorieskizze [Version 3, January 2022]. https://www.deutschdidaktik.phil.fau.de/files/2021/09/digitale-textsouveraenitaet.pdf