Digitalization in education has recently gained enormous relevance. Virtual learning opportunities are more in demand than ever. New digital learning methods offer a wide range of opportunities and potential for future teaching. In the aconium interview “5 answers”, Susann Meyer, Federal Spokesperson of the Young Association for Education and Training, explains whether teacher training is up to date, which developments have shaped recent years and how digital teaching can promote the inclusion of pupils.
aconium: What constitutes contemporary digital teaching and how digital is teacher training in Germany already?
Susann Meyer: For me, contemporary digital teaching is about much more than just providing digital worksheets. It also involves dealing with the acquisition of skills and the appropriate concepts in education. The focus here is not just on sharing digital products. The various possibilities that are available must be integrated and used in everyday teaching. There is still too often a firework display of methods instead of focusing on the digital life of young learners at school and university. This age group in particular lives more than ever from education in a networked world. Learning locations are not only shifting during the current pandemic. Internet-enabled hotspots at universities and the opportunity to learn at different locations should definitely be taken into account in everyday learning.
However, teacher training also requires a fundamental rethink with regard to digitalization. Similar to schools, further training for teachers and new systemic concepts should be developed and implemented. After all, the school system only works as well as those who support it.
aconium: How has the digitalization of teaching developed in recent years?
Susann Meyer: There have been opportunities for years to receive further training on digital tools and integrate them into lessons – although often not in line with existing needs. But this has increasingly been offered on a broad basis and used by teachers. iPad classes have also been installed and expanded at schools. However, the problem that has always been and still is clearly evident is the differences that exist from state to state, local authority to local authority and even from school to school. The financial possibilities of the individual municipalities, cities and regions have often limited the resources. There is an urgent need for improvements and simple funding frameworks in order to think about different challenges in a networked way, such as individual support and digitalization.
The call for more digitalization has become louder and louder in recent years, but the current pandemic has become the real driver. The Digital Pact for Schools, which aims to ensure progress in schools, is filled with demands and wishes. However, this must not end with the purchase of hardware.
One type of progress that is clearly noticeable in computer science lessons is the use of programming software for children. But it is not only computer science lessons that are involved in the development process. There are countless opportunities to incorporate social networks in every subject. Learning apps, survey tools and learning platforms have also found their way into classrooms. This development is encouraging and should not stop at the end device purchased.
aconium: How can digital learning materials and digital teaching support the inclusion and integration of children and teachers? What else will be possible here in the future?
Susann Meyer: With the right concepts and a look at simple learning programs, it is more possible than ever to support pupils in the area of inclusion, such as the promotion of partial performance disorders (dyslexia or dyscalculia). In the past, there were often only tools available, which then had to be worked through by teachers in a differentiated manner. Today, this is increasingly being replaced by a world of instruments/tools that can make learning and the work of teachers easier. Even small successes, such as differentiated programming, will be possible in the future, which will motivate children and young people to participate in digital life and better achieve success at school.
aconium: What should future-oriented teacher training look like in the digital age?
Susann Meyer: Teacher training is currently very little geared towards digitalization. However, there is now a certain upswing here too, which should definitely be maintained. Teacher training should definitely continue to change and be adapted more intensively to the digitalized world. This includes, for example, students who still have to be present in analog seminar rooms. It would be better to create options to support students at their places of residence with appropriate material and access to seminars. In this way, teaching staff could also be retained in places that have little infrastructure. An important building block in combating the already acute shortage of teaching staff, especially in structurally weak areas of Germany.
But it is not only the location of learning that determines whether students make good progress in their studies. In particular, there is currently a lack of practical relevance and a healthy view of current teaching. Here, too, systemic concepts should be developed that focus on a holistic view of learner development and digitalization.
aconium: How do you envision teaching in the future?
Susann Meyer: For me, the teaching of the future will continue to be face-to-face. The relationship between teachers and learners remains important – and this is not created on a screen, but can only be cultivated and deepened there. For me, the focus is on good learning concepts that emphasize the skills to be acquired and those that have been acquired.
For me, however, teaching of the future can also take place on learning platforms. Because here, too, a way can be created for pupils who are unable to attend school due to an injury or similar to enable them to submit homework online for checking.
Another important aspect of future-oriented teaching is environmentally friendly and resource-saving work. While a lot of paper is still used today for work materials such as textbooks and copies, more digitalization can save on this in the future.
One last look into the future of good teaching is the adaptation to the world in which learners live. Because it is precisely here that we no longer look at the encyclopaedia on the bookshelf, but think and act much more broadly and consult the Internet.
If future-oriented teaching is to be found in all areas of education, then not only the technological component must be considered, but social development must also be included. Only then can future-oriented thinking be initiated and implemented.