Publikationen
Opening schools to students’ informal digital knowledge to enabling the emancipatory employment of digital media
Heinz, Jana
Opening schools to students’ informal digital knowledge to enabling the emancipatory employment of digital media.
Weizenbaum Institut Berlin "Conference." 10.06.2022
Well-known problems of educational institutions remain in a digital world. Students from low socio-economic backgrounds tend to not benefit from educational opportunities at school as much as students from higher backgrounds. These injustices seem to have been further intensified by digitalization. Thus, a digital divide has become apparent – again to the disadvantage of children and young people from low socio-economic backgrounds. Studies show that this is not so much due to digital family equipment (first-level divide). Rather, inequality is reinforced by differences in media use (second and third-level divide) and, above all, by differences between their informal digital knowledge and school requirements. While classes become more heterogeneous and children grow up as digital natives, instruction is still characterised by an emphasis on middle-class children and analogue media. Therefore, there is a need to clarify how schools can integrate the emancipatory power of digitalization. The article discusses where the challenges lie to adopt schools to a digital culture and emphasizes to keep the focus on the emancipatory potential of digital media.
Opening schools to students’ informal digital knowledge to enabling the emancipatory employment of digital media.
Weizenbaum Institut Berlin "Conference." 10.06.2022
Well-known problems of educational institutions remain in a digital world. Students from low socio-economic backgrounds tend to not benefit from educational opportunities at school as much as students from higher backgrounds. These injustices seem to have been further intensified by digitalization. Thus, a digital divide has become apparent – again to the disadvantage of children and young people from low socio-economic backgrounds. Studies show that this is not so much due to digital family equipment (first-level divide). Rather, inequality is reinforced by differences in media use (second and third-level divide) and, above all, by differences between their informal digital knowledge and school requirements. While classes become more heterogeneous and children grow up as digital natives, instruction is still characterised by an emphasis on middle-class children and analogue media. Therefore, there is a need to clarify how schools can integrate the emancipatory power of digitalization. The article discusses where the challenges lie to adopt schools to a digital culture and emphasizes to keep the focus on the emancipatory potential of digital media.