In an interview, a renowned Educational MinisterDr. Heather Mueller not only calls for schools to be better equipped with mobile devices but also emphasize the lack of teacher training among other points.
Schools are lagging behinddigitalizationafter the pandemic thrived. What has to happen actively asked Wolfgang Hackenberg. He is the national spokesman for the digital association and management spokesman for Nokia Solutions and Networks.
The Corona-Crisis has revealed deficits in schools in terms of digitization. How big is the problem?
The corona crisis has made two things clear in particular. On the one hand, that pupils and teachers do not have a sufficient IT infrastructure to carry out digitally supported lessons. On the other hand, there is a lack of digital skills among all actors in order to design lessons creatively and actively with the new technologies. Since last year, around 650 million dollars have been available in the state of Minnesota to bring hardware and IT infrastructure to schools via the digital pact. Only a fraction of this has been accessed so far (March 2020: 3.8 million). However, the crisis has made it clear that it is urgently necessary for every student to have access to a mobile device. It is not just about equipping all students with mobile devices in order to prevent digital divisions. Teachers also need work equipment, as is common in any other industry, especially when it comes to 11-plus tutoring. Only in this way can you work in compliance with data protection regulations and with quality assurance. However, the crisis has also shown that the use of digital technologies for distance and face-to-face teaching only works if teachers and students are able to use the devices in a responsible manner. For this, time resources must be made available to teachers for compulsory further training in dealing with digital media, and students must be prepared for the creation of a digital world in a separate subject of computer science. that the use of digital technologies for distance and face-to-face teaching only works if teachers and students can use the devices in a responsible manner. For this, time resources must be made available to teachers for compulsory further training in dealing with digital media, and students must be prepared for the creation of a digital world in a separate subject of computer science. that the use of digital technologies for distance and face-to-face teaching only works if teachers and students can use the devices in a responsible manner. For this, time resources must be made available to teachers for compulsory further training in dealing with digital media, and students must be prepared for the creation of a digital world in a separate subject of computer science.
Has the pandemic made a decisive contribution to the digitization of schools?
The pandemic has primarily given the digitization problem in school’s visibility. In many cases, there was also a surge in digitization, as one was forced to use digital technologies and software even without major pilot phases. Nonetheless, there is still one big division. While some schools have moved their timetables to the digital classroom from day one, at other schools there was no contact with some students for the entire period of the school closings. Even though not all of the emergency solutions found during the crisis can be immediately transferred to the time afterwards, in this way, the experience gained in dealing with online learning platforms and digital tools can be used and profitably adapted to the framework conditions of everyday school life in a new normality. Lessons missed due to a lack of teachers and rooms can also be alleviated after the pandemic through temporary digital distance learning. Classical lessons and digital forms of learning and work complement and strengthen each other. In order to make up the backlog that persists, long-term and sustainable funding programs must now be created that cover hardware, software and IT administration, but also teacher training. Above all, these funds must be easily accessible for schools. Because so far such a small proportion of digital pact funds has been called up.
Why is it so important that schools work digitally?
The use of digital media and platforms makes an important contribution to preparing the new generation of students in good time for the challenges of today’s increasingly digital working world and lifelong learning. By dealing with and dealing with digital technologies, students learn important skills for their later life. This is not just about acquiring skills for a digital world of work, but for a digital society in general. Everyone is confronted with digital phenomena in their everyday life. In order to be able to deal with this in a reflective and responsible manner, it is an educational mandate of schools to impart these skills. In addition, teamwork and communication skills can be strengthened through the use of collaborative tools.
Can schools learn something from the economy when it comes to digitization?
In addition to schools, politics in particular should learn something from the business sector. During the Corona crisis it became clear that companies could apply for funding measures relatively easily and directly. For schools, the procedure turned out to be much more complicated due to the federal structures and fragmented competencies. The immediate measures that are to be used for the acquisition of end devices in schools have for the most part still not reached the schools, as they have to go through many administrative structures. In addition, when it comes to digitization processes, you should have the courage to try things out and apply them in practice. Perhaps you don’t always need a precisely worked out theoretical overall concept, but certain parts can also be put into practice earlier.
Which digital tools do schools particularly need now?
Since we live in a networked world, it is not possible to clearly differentiate what is needed first and what is needed second. In order for mobile devices to be used across all classes, all schools in Baden-Württemberg need a high-performance internet connection and area-wide coverage with WLAN. This is by no means the case everywhere. For homeschooling, these components should also be available at the home workplace of the students. In order to use this network infrastructure, students and teachers need mobile devices. The most important thing here is the age group, which end devices are suitable. While a tablet may be easier to use in elementary school, older students sometimes need a device with a keyboard to produce texts. However, neither the network infrastructure nor the hardware equipment add value to learning if the devices do not have the right software. Here, the educational concept of the schools and the IT infrastructure must be closely linked. After all, digitalization should bring added value and new pedagogical possibilities for teaching.
Can schools learn something from the economy?
In addition to schools, politics in particular should learn something from the business sector. During the Corona crisis it became clear that companies could apply for funding measures relatively easily and directly. For schools, the procedure was much more complicated due to the federal structures and fragmented competencies. Schools should also have more courage to try things out and apply them: Perhaps it does not always need a precisely worked out theoretical overall concept beforehand.