The overall aim of this master thesis is to examine which opportunities and issues within the virtual EFL classroom could arise from distance learning in Germany. Therefore, the first chapter will examine the difference between homeschooling and distance learning, since their definitions are not the same. It is also relevant to look at different countries and their regulations and implementations for home-schooling or distance learning in order to retrace the arguments for and against a possible implementation of homeschooling in Germany.
The closure of German schools during the lockdown(s) forced teachers, students and parents to change over to distance learning. As this adjustment has presented a challenge for all persons involved, there is a need to identify appropriate tools and methods for the virtual EFL classroom. Hence, it is relevant to learn about the experiences of teachers who presented and students who attended online English lessons. This will be done in form of online questionnaires which aim to identify appropriate digital resources for the virtual EFL classroom as well as possibilities and problems that could arise from distance learn-ing in EFL.
The final step of this thesis is to develop a sample online English lesson in times of distance learning as an alternative possibility to a traditional English lesson in the class-room on the basis of the results from the questionnaires. Therefore, both perspectives -teachers and students- will be taken into consideration, since their experiences help to im-prove distance learning in English. The main goal of the development of this online lesson in English is to show that teachers are also able to fulfill the requirements of the curriculum in distance learning and bearing this in mind, a possible implementation of a hybrid learning system could be an alternative way of learning and teaching for the future.
Table of Contents
1. Introduction
2. Homeschooling vs. distance learning
2.1 Homeschooling: different regulations in different countries
2.2 Distance Learning: the involuntary implementation of distance learning in Europe (Germany) and its variations due to the Corona Pandemic
3. The prerequisite of digital media
3.1 Defining digital media and media literacy
3.2 Studies on the usage of digital media and the process of digitalization in schools
3.3 Advantages and disadvantages of digital media in schools and in distance learning
3.4 Digital media in EFL education: the flipped classroom
3.5 Language learning strategies in independent learning environments
4. Distance learning during the lockdowns in Germany
4.1 Surveying digital tools and methods within the virtual EFL classroom
4.2 The outcomes and results of the study
4.2.1 The teacher perspective
4.2.2 The student perspective
4.3 Opportunities for distance learning in EFL
4.4 Issues of distance learning in EFL
5. A sample online English lesson on the basis of the surveys' outcomes
5.1 Fostering students' intercultural communicative competence through exploring another country
5.2 Reflected choice of digital resources for the sample online lesson
5.3 Outlook on further online lessons about Canada
6. Alternative ways to traditional EFL classroom teaching for the future
7. Conclusion and outlook
8. References
I Appendix
1. Introduction
The continuing corona pandemic has issued a challenge to the whole world, bringing with it, uncertainty and changes. Social and economic life has changed all of a sudden since the past year and digitalization appeared to be more important than ever before. Working from home and distance learning in schools became common ways of working and learning in times of this pandemic.
When looking at different countries, it becomes obvious that every country is dealing differently with the current situation, especially when it comes to education and attendance at schools, but these educational differences do not only have their origin in the pandemic. Many countries such as Australia, New Zealand and the US have opted for a home-educational system for years. In Western nations, home-educating families seem to be a growing phenomenon, nevertheless the regulation, legislation and rules of home education varies (cf. Bhopal & Myers 2018: 9). For families, students and teachers in those countries where homeschooling is not widespread, the closure of schools forced by the corona lockdown(s) was a challenge because the possibilities of parents to help their children at home depended on the resources they were given by the children's schools but also on the different learning solutions, which even vary within the same country or region (cf. Champeaux et al. 2020: 2).
One important prerequisite for this uncommon and new circumstances in schools is the usage of digital media and resources, since they have a high potential of accompanying the individual learning processes of students at home (cf. Bach 2020). This prerequisite is fraught with difficulties because the process of digitalization is a disproportionately advanced process. As the bitkom study to advance digitalization in schools (2020) shows, there is a lack of digital equipment in schools. In addition, 93 percent of the parents think that the resourcing of digital tools like laptops and tablets for students is important (cf. Berg 2020: 9).
Nevertheless, teachers, students and parents need to find solutions and effective ways of learning at home. White (2008) argues that “a fundamental challenge of independent language learning is for learners to develop the ability to engage with, interact with, and derive benefit from learning environments which are not directly mediated by a teacher” (White 2008: 3). Due to the fact that distance language learning might also occur in a way that teachers are not constantly available, taking a look at language learning strategies in independent language learning settings is also essential for this thesis.
In the light of the previous facts, the overall aim of this master thesis is to examine which opportunities and issues within the virtual EFL classroom could arise from distance learning in Germany. Therefore, the first chapter will examine the difference between homeschooling and distance learning, since their definitions are not the same. It is also relevant to look at different countries and their regulations and implementations for homeschooling or distance learning in order to retrace the arguments for and against a possible implementation of homeschooling in Germany.
As already mentioned, an important prerequisite for distance learning is digital media. Therefore, it is primarily necessary to define digital media. Since the usage of digital media is indispensable for distance learning, this thesis will also highlight the importance of digital media in educational contexts and possible advantages and disadvantages of its usage in this context. Moreover, this will be reflected with regard to some studies on the usage and equipment of digital media in schools as well as the digital equipment of students at home.
The closure of German schools during the lockdown(s)1forced teachers, students and parents to change over to distance learning. As this adjustment has presented a challenge for all persons involved, there is a need to identify appropriate tools and methods for the virtual EFL classroom. Hence, it is relevant to learn about the experiences of teachers who presented and students who attended online English lessons. This will be done in form of online questionnaires which aim to identify appropriate digital resources for the virtual EFL classroom as well as possibilities and problems that could arise from distance learning in EFL.
The final step of this thesis is to develop a sample online English lesson in times of distance learning as an alternative possibility to a traditional English lesson in the classroom on the basis of the results from the questionnaires. Therefore, both perspectives - teachers and students- will be taken into consideration, since their experiences help to improve distance learning in English.
The main goal of the development of this online lesson in English is to show that teachers are also able to fulfill the requirements of the curriculum in distance learning and bearing this in mind, a possible implementation of a hybrid learning system could be an alternative way of learning and teaching for the future.
2. Homeschooling vs. distance learning
Many people -especially in countries where homeschooling is not common- believe that homeschooling and distance learning means the same. However, there is a significant difference between homeschooling and distance learning which this chapter is going to point out. In addition, the overall aim is to elaborate on the regulations and implementations of homeschooling or distance learning in different countries in order to weigh up the disadvantages and advantages of these two ways of learning at home.
2.1 Homeschooling: different regulations in different countries
In many countries homeschooling is no new phenomenon and rather common. In the United States, it became legal in all states in 1993 after it had been illegal in the majority of the states. Due to this uneven implementation of homeschooling in the US, the regulations and the monitoring varies within the different states and there are no national guidelines. Bhopal and Myers (2008) distinguish, beside the states that have no regulation, between low, moderate and high regulations states. In low regulations states parents have to inform the education departments that they are homeschooling der children while in moderate regulation states in addition to that parents are obliged to send updates on the children's progress in forms of test scores or alternative evaluations. High regulation states in contrast are more strictly by requiring “evidence of the curriculum, home visits or evidence of parental qualifications” (ibid. 2008: 10). Currently, there are about 2.5 million children (grades K-12) homeschooled and the number of homeschool population is growing at the rate of 2% to 8% annually (cf. Vlasova 2020).
In Canada, the homeschooling situation is similar to the US but in most provinces it is required to register children as being homeschooled or to submit a formal application to the local education authority in order to inform them that they are doing so. The main aim for regulation of homeschooling in Canada is that children should receive reasonable home education (cf. Bhopal & Myers 2008: 11).
In the Education Act of the United Kingdom it says that parents have the duty “to ensure children of compulsory school age receive a “suitable” education” (ibid.: 11). Nevertheless, this education does not have to take place at schools, since there is no requirement for this. In general, the Act only vaguely defines education. That is why Bhopal and Myers (2008) summarize UK's current legal home education situation as “Education is compulsory, schooling is not” (ibid 2008: 11).
In contrast to the previous countries, homeschooling in Germany is strictly forbidden due to the law of compulsory school attendance which has developed throughout the 19th century. According to this law, students are obliged to be taught either in private or public institutions (cf. van Ackeren et al. 2015: 14). Parents even make themselves liable to prosecution if they disregard the compulsory school attendance of underaged children (cf. bundeskatalog.org 2020).
2.2 Distance Learning: the involuntary implementation of distance learning in Europe (Germany) and its variations due to the Corona Pandemic
The lockdowns all over the world have put a challenge on the different governments that are responsible for ensuring the continuity of learning. The closure of schools due to the corona pandemic forces Germany to repeal the law of compulsory school attendance, which forbids homeschooling because the high risk of infection does not allow students to attend classes during the lockdowns. Not only German schools were unprepared for the new circumstances but schools in the whole of Europe.
The conversion from classroom-teaching to distance learning was an abrupt and involuntary implementation which brought many challenges for teachers as well as for students and their parents. The question of proximity and distance during the corona pandemic required teachers on the one hand to convey subject matter to students digitally and on the other hand to maintain the relationship with the students (cf. Goetz 2020: 3).
A current bitkom study (2020) presents an international comparison of the countries which have been implementing distance learning due to the pandemic. It shows that countries such as France, Denmark, Austria, Italy and Croatia reacted early and centrally controlled by their governments by implementing digital learning tools which students were able to use. In contrast, the German educational federalism seems to be an obstacle which hinders the fast and fair provision of digital learning tools (cf. Brandau 2020).
Another study which underpins the results of the bitkom study is the International Computer and Information Study (ICILS). The study was conducted in 2013 and again in 2018 and gathered the strategies of different countries for the digitalization in schools. The study focused on computer and information literacy of students and their competencies and skills in handling digital tools (cf. Ministerium für Schule und Bildung des Landes Nordrhein-Westfalen 2021).
The results of the bitkom study show that Denmark's digitalization was already established before the corona pandemic, which is also owing to the fact that Denmark was ranked first in the international comparison of ICILS in 2018. While 91% of Denmark's students claimed to use digital media at school on a daily basis, only 4% of German students claimed a daily usage of digital media at schools. Besides that, nearly every school in Denmark commands learning platforms that are available for students and teachers, while in Germany only 17% of the students and teachers communicate via learning platforms.
In Austria, 65% of the middle schools are provided with a pedagogic concept for the usage of digital media and tools, and this is a more beneficial starting point during the corona pandemic than in Germany (cf. Brandau 2020).
Further results of the study indicate that Denmark, Austria and Estonia are almost exceptions in regard to advanced digitalization of European countries. Italy and Croatia, for example, have already had a lot to catch up in terms of digitalization before the corona pandemic, since Italy did poorly at ICILS and was ranked at the bottom of the ranking list (cf. Brandau 2020) and Croatia was among the lower third in the Digital Economy and Society Index in 2019 (cf. European Commission 2019). Despite this digital situation, distance learning in both countries established successfully by providing a range digital tools and teaching material (cf. ibid. 2020).
The situation in Germany also varies within the different federal states, but mostly the implementation of distance learning was successful. The predominant difference within the different federal states is the digital tools and media they use. Thüringen is the only state in which teachers are still obliged to provide students with teaching material in traditional ways because the digital prerequisites are not yet fully established nationwide. Most of the other German federal states make use of digital learning platforms and tools like “Moodle, learn:line, Fuxmedia, Bettermarks, itslearning or Schulcloud”2(cf. ibid. 2020).
Distance learning in Germany is actually called “homeschooling” due to the fact that parents are mostly involved in the learning process at home. Bhamani et al. (2020) carried out a survey on parents' experiences of home learning in times of COVID-19 which explains why parents interpret distance learning as “homeschooling” their children. The
study is divided into the three major themes “impact of COVID-19 on children's learning, support provided by schools, and strategies used by caregivers at Home to Support Learning” (Bhamani et al. 2020: 15-21). In particular the second point reflects the difficulties and challenges parents face when learning with their children at home. On the one hand, a major problem is that learning at home requires the availability of computers and internet which can be particularly challenging with more than one school child per family. On the other hand, parents also claimed that their responsibility for the homework of their children was higher than ever before, including explaining work sheets and other tasks (cf. Bhamani et al. 2020: 18f.).
These experiences reflect the parents' perception of homeschooling their children which in fact does not reflect the definition of “real homeschooling” as mentioned beforehand. Since these experiences can also be an issue for distance learning in EFL, the study is also relevant for the further chapters of this thesis.
3. The prerequisite of digital media
Today, most people are well connected through digital media and that is why Lindgren (2017) even describes our society as a rather increasingly digital society than having digital things in society. He also claims that the new media are continuously shaped by people thorough using, adapting or resisting them (cf. Lindgren 2017: 3). Since digital media are omni-present in today's society, they are also relevant in educational contexts.
Advances in technology have resulted in shifts in education throughout the history of human communication, but big shifts in culture require available tools. Since a sender, a receiver, and a message are prerequisites for communication, educational communication also needs to consider the learning environment in which it takes place. This learning environment can include various technologies and media which should be set up in order to provide students with the resources necessary for independent exploration, as students are able to construct their own knowledge with guidance from the teacher. Computerbased technology encourages students “to explore their own interests and to become active educational workers, with opportunities to solve authentic problems” (Berge & Collins 1996). Following this assumption, digital media seem to have great potential for being used in learning environments.
As already pointed out in the previous chapter, digital media are also a prerequisite in order to successfully establish distance learning in times of the corona pandemic in Germany. Therefore, the next step is to define what exactly counts as digital media, and why
they have the potential for online classrooms or distance learning. Furthermore, several studies on digital media and the process of digitalization in schools will be presented to gain an overview of the digital and technological equipment of schools. Considering the current implementation of distance learning during the corona lockdowns, an examination of the advantages and disadvantages is inevitable and also relevant for chances and issues of distance learning which will be highlighted at a later stage.
The last step is to show exemplary implementation of digital media in EFL classrooms with the flipped classroom approach, since this is also a possible way of teaching and learning in the future.
3.1 Defining digital media and media literacy
According to an online dictionary, digital media are defined as “video, audio, software, or other content that is created, edited, stored, or accessed in digital form, through numeric encoding and decoding of data” (dictionary.com). Putting it more precisely into the context of educational learning, digital media refer to computer-based offers for learning and teaching (cf. Persike & Friedrich 2016: 11). Bearing this definition in mind, for the further course of this thesis the term digital media shall refer to any kind of medium that presents data on digital devices.
According to Grimm et al. (2015), the prerequisite of using digital media also includes media literacy as an important aspect due to the fast development of information and communication technology and its impact on today's society. Considering this, the Kul- tusministerkonferenz 3established a national framework regarding the Medienbildung in der Schule. This framework defines media education as part of the educational mandate of schools, while media literacy is seen as a Kulturtechnik which is as important as reading, arithmetic, and writing (cf. Kulturministerkonferenz 2012:9 cited in Grimm et al. 2012). With the increasing development of technology, the usage of (digital) media in schools became more relevant and an implementation of a framework was indispensable.
At the end of 2016, the KMK completed this framework with strategies and aims to achieve digital media literacy already in primary schools, due to the fact that the process of digitalization also comprises all areas of life outside the classroom of students at any age. Therefore, the aims were on the one hand to include all competences which students need to participate actively and with self-determination in a digital world from the entry Yof primary school onwards. This competence presents an integrative part of every subject in order to gain subject based competences as well as basic competences for the digital world.
On the other hand, the planning of learning environments was adapted to the new guidelines and the new opportunities were aimed to support individual development and to take on responsibility in their learning process (cf. Kultusministerkonferenz 2016: 6 ff.). Considering this implementation is intended to develop media literacy from the beginning of primary school, a study regarding the advantages and disadvantages learning opportunities in the usage of digital media by young children will discussed later.
3.2 Studies on the usage of digital media and the process of digitalization in schools
Looking at the past few years and bearing in mind the framework of the KMK, it becomes obvious that the digital world has been changing social life. As a study of the Bertelsmann Stiftung shows, many schools have already recognized this change but did not transfer this realization into daily school life. Most teachers are interested in using new technologies in their classrooms but there is a lack of concepts, further training and infrastructure (cf. Bertelsmann Stiftung 2017).
Through an interview with teachers and principals it is apparent that they are aware of the fact that the attractiveness of schools will be increased by digital media but they have doubts about the pedagogical benefit. Hence, the digitalization in schools does not only flounder on digital devices and internet access but also due to a lack of pedagogical concept. An interesting fact is that 80 percent of the students confirm that they are more active and attentive through digital learning offers and that they wish for variety in using digital media in schools despite the inopportune conditions at schools (cf. ibid 2017).
Nevertheless, the German government established a measure called “Digitalpakt Schule” which began in May 2019 and has as its goal better digital equipment in German schools by providing technologies. The Federal Republic of Germany will therefore provide five billion Euros in the next years on the condition that each school must construct their own didactic concept regarding digital learning (cf. Presse- und Informationsamt der Bundesregierung 2020).
The previous facts assume that there is indeed the opportunity for better digital equipment in schools and that students are highly motivated to learn with digital media. Hence, the implementation seems to struggle, as further studies will point out, although at this moment in time it might be more important than ever before.
The German digital association bitkom e.V. published two studies which are relevant to this thesis. In the first, they recorded a student study on digitalization in education shortly after the first lockdown in Germany. The second involved a study on digital schools in times of corona and was published in September 2020, after the first lockdown and the first half year in times of the corona pandemic. The most significant results relevant to a further course of action will be presented in order to later return to them to recognize the possibilities and problems distance learning may have in Germany.
The first survey asked a total of 503 students aged between 14 and 19 who are attending secondary schools about different aspects of digitalization in schools. An interesting and serious aspect for the process of digitalization in schools is that 83 percent of the students see digitalization as positive opportunity for schools whereas only 13 percent see it as a risk (cf. bitkom March 2020: 2). This also reinforces the previously mentioned study which showed that students feel motivated and engage more actively when using digital media. Consequently, there is a great demand for digitalization on the part of students.
The fact that students see the usage of digital media in schools as positive is also reflected in the part of the study where students agreed to some statements regarding the effectiveness of digital media in the classroom. 93 percent claim that digital media makes lessons more interesting and 73 percent even say that the individual needs can be better met through the use of digital media. Further 60 percent claim to understand lesson content better and faster through digital media. Over half of the students (54 percent) are of the opinion that textbooks should be replaced by digital media. Only six percent of the students are not willing to learn with digital media at all (cf. ibid. 2020: 5). These statistics show that students recognize the potential of digital media for their learning process at school and that they are very motivated to use them.
The next question concerns the insufficient digital equipment in schools, since over the half of the students mention the lack of digital media and the poor technical equipment at their schools as the most urgent problems (cf. ibid. 2020: 3). This seems to be a sign that the process of digitalization has slowed down since the study was conducted in March last year.
The last relevant points are the digital offers and the competence of teachers in dealing with them. A significant percentage of 85 of students think that every student should be offered a digital device (cf. ibid. 2020: 6). This number also presents an issue for distance learning, since not every student obviously has a digital device at their disposal. Three more points show similar results. The former percentage claims that the variety of digital offers is too low, whereas 75 percent also think that technical preconditions in their schools have to be improved. Another significant result is that 76 percent of the students say that the teachers should be trained better for the usage of digital media (cf. ibid. 2020: 6). Bearing this in mind, it also coincides with the results of the interviews with teachers and principals who mentioned a lack of pedagogical concept.
The second relevant study of bitkom e.V. (2020) was conducted a half year after the first lockdown in Germany and in it 1,003 adults were asked to critically reflect upon distance learning. 269 of the interviewees were parents of school-aged children. The first question contained a general evaluation in which they were asked to give schools a grade for the current status of digitalization in German schools. This status was given a grade of 4,2 by all adults questioned (cf. bitkom September 2020: 3). Considering this result, the dissatisfaction of parents about the digital conditions in schools becomes obvious. Following further statistics of the study, this assumption is only reinforced, as some 89 or 884percent of the adults say that the corona pandemic has revealed the deficits of digitalization in schools. 87 to 90 percent even claim for schools firmed into the position of teaching students in distance learning (cf. ibid. 2020: 3). These results put emphasis on the indignation of parents about the unsatisfactory situation regarding digitalization in schools.
All in all, the usage of digital media and the process of digitalization in schools is seen as highly insufficient by all those involved. Hence, there are many advantages of digital media, since they do indeed provide learning opportunities for students which will be generally presented in the next part of this thesis.
3.3 Advantages and disadvantages of digital media in schools and in distance learning
As already pointed out earlier, digital media have a high potential of being used in schools due to the fact that they support learning and engage students (cf. Balkun 2011: 15). Grimm et al. (2015) points out the potential of (digital) media for students, teachers and schools. The main aspect also refers to the argument of the KMK (2015) which contends that the media bridges students' everyday- and school life. Furthermore, a productive and creative use of media can be provided by students designing their own media (cf. Grimm et al. 2015: 204). Designing an own digital products, for example producing a trailer in English, might motivate students to engage creatively.
Using different forms of media allows diverse perspectives which also provides the potential to broaden the minds of students and to elicit a critical reception of media. These two aspects also support a negotiation of meaning (cf. ibid 2015: 204). As a part of media in general, digital media provide students a great variety in terms of choice and application. Integrating them in lessons makes it more authentic and again the connection to the students' everyday life is established.
Grimm et al. (2015) also argues that “negotiating multiple perspectives on relevant issues teaches learners to keep an open and critical mind. Media offers opportunities for collaboration as well as for self-directed and autonomous learning ” (ibid. 2015: 205). Considering these arguments for the potential of using media in a regular classroom setting, this can also be extended to the usage of digital media in EFL classrooms, since they motivate students to learn actively and with self-determination in authentic contexts.
There is also much potential for teachers in using (digital) media. Media can contribute to a greater variety within the classroom as well as building a bridge between teachers and students and fostering a more informal learning environment (cf. ibid. 2015: 205). It also refers to blended learning scenarios where students learn that the teacher is more of a guide at their side in order to help them to learn more independently.
Moreover, media foster the development of social competences, since an open and tolerant learning atmosphere that is characterized by mutual respect can be achieved by reflecting on media resources and involving the previous mentioned negotiation of meaning (cf. ibid. 2015: 205). This is not only positive for the teacher but for all persons involved in the learning environment and classroom atmosphere. In blended or distance learning scenarios, the teacher should determine rules beforehand so that the atmosphere remains respectful to facilitate open and tolerant interactions.
Last, Grimm et al. also points out the potential of using media for schools. Besides the critical reflection and discussion between teachers, for example on school innovation through media , media can also enhance school life in general, its management and its resources, which possibly leading to collaborations with external partners. Regarding the use of internet, it also provides opportunities for global communication due to topics and problems which can also be related to the present and the future (cf. ibid. 2015: 205). This potential especially refers to digital media, since the majority of digital devices and platforms require internet access. This in turn also increases the authenticity to tackle current topics and problems in society.
Another potential for schools is that new opportunities for action are given through new ways of communication, e.g. partnerships and exchanging programs for students (cf. ibid. 2015: 205). For upcoming exchanges for example, the usage of digital media is especially important to facilitate contact with host families. This also fosters the (intercul- tural) communicative competence in a foreign language like English.
There is also the possibility of media projects in schools. Such projects may also increase the interest and initiative by parents and the larger public, since they communicate individually and socially relevant content, e.g. thoroughly presenting the results of a larger school project (cf. ibid. 2015: 205).
Although the prior potential of media can also be applied to digital media, Grimm et al. (2015) also explicitly mentions other potentials of digital technologies in schools which are for example “ access to authentic/contextualized/situated materials, interaction, tasks, and settings, multifunctionality and convergence, interactivity and non-linearity and multimodal knowledge representations, among other things (ibid. 2015: 212). As already pointed out before, the possibilities of media or digital media can be combined and connected with each other, since the potential of media overlaps with the potential of digital media, for the most part.
But for schools to have digital media available is not the only prerequisite for using them. In order to realize the potentials effectively, the knowledge of teachers and students on how to use them is indispensable, since “each new form of digital media requires an investment of time and training [...]” (Balkun 2011: 15).
Although using digital media and technology supports the independent learning of students, the role of the teacher should not be underestimated, since they should support students in converting information into knowledge (Luckin et al. 2012: 15).
Thus, digital media in educational contexts entail many advantages and disadvantages that contribute to the advantages and disadvantages of distance learning and which also require the usage of digital media at home. This chapter is going to bring them out including a study that emphasis the early consideration of digital media for young children will show the importance of dealing with digital media in schools, as it also refers to the aims and strategies of using digital media by the KMK (2016).
The study of Plowman et al. (2012) tried to find out whether it is important that young children should learn how to use digital media at an early age and if digital media are able to provide learning opportunities for young children. To answer this question pragmatically, it has to be claimed that it follows that young children need the skills and competencies to function in the technological age in which they live. Hence, the greater challenge is to find out whether digital media change the process of learning somehow. The results varied: all the children of the study were around five when they were entering school and all of them had different kinds of technology competencies. Most of the competences were acquired at home, while some were also developed at preschool. Due to the fact that the competences and their literacy of using technology largely depended on the kind of technology they used at home, it appeared that the variation in skills and experiences of children did not make any difference at school entry because the teachers expect the children to start with a blank slate (cf. Plowman et al. 2012: 2-4).
Since this master thesis aims to point out the main issues and chances for the virtual EFL classroom for secondary schools later on, the results of the study regarding which digital media are best suited to the needs of young children are not relevant to this chapter. However, it is interesting to look at the result of whether digital media provide opportunities for learning as this might also have an impact on the transition from primary to secondary schools. The results were divided into different categories such as acquiring operational skills, extending knowledge and understanding of the world, developing dispositions to learn and understanding the role of technology in daily life (ibid.. 2012: 6). The first category acquiring operational skills comprises the understanding of operational functions and the ability to use them, e.g. the computer mouse. The study recorded that children became independent users after adults helped them to acquire operational skills (cf. ibid. 2012: 6).
For learning with digital media at school, it is definitely an advantage for children because the teachers are able to observe the children while they use digital media and they are always able to support the children in acquiring these skills. This raises the chance for children to acquire operational skills already very early on, which is also an advantage for the transition from primary to secondary school because they can interact with digital media more independently.
For the current situation of distance learning, digital media is rather a disadvantage, especially for younger students who did not get the chance to acquire enough of these skills at schools because the first grade has been predominantly learning at home due to the lockdowns in Germany. Assuming that many students do not get enough support from their parents at home, the usage of digital media can represent a serious issue because it means that students are hindered in their learning at home and are unable to complete many assigned tasks.
The second category extending knowledge and understanding of the world refers to the subject knowledge students gain in schools. In this point, digital media definitely provides a learning opportunity because students are able to gain knowledge about things in their everyday life through different software and websites (cf. Plowman et al. 2012: 6).
Posey et al. (2010) also argues that education is able to surpass the physical boundaries of the classroom and provide students the opportunity to gain more experiences by using technology and digital media (cf. Posey et al. 2010: 2). Since there are many interesting platforms, websites or programs which can help students to learn actively, digital media have the opportunity to extend students' knowledge and understanding of the world. Concerning the lifeworld of students, learning with digital media in schools is very authentic. This is also applicable to distance learning where the attraction to exclusively use digital media for school is even higher.
Developing dispositions to learn is very important for preschool settings and comprises “a range of affective, social and cognitive features of learning to learn” (Plowman et al. 2012: 6). The use of computers in learning was effective in increasing children's self-esteem because it supported children's confidence and self-direction. The children's confidence also grew because they had to independently find solutions for difficulties they faced (cf. ibid. 2012: 6). This argument is especially important for preschool settings because the older students get, the more they are afraid of making mistakes and asking questions, which is why it is a double-edged learning opportunity. But if students learn to find solutions for technological difficulties early by taking risks, it certainly increases their confidence and self-esteem.
The last category of the study is the most important and relevant to this thesis. Understanding the role of technology in everyday life means that students learn about the role of technology for many social and cultural purposes which “may include communication, employment, study, self-expression and entertainment in family and community contexts” (ibid. 2010: 6). This is the key to a successful implementation of digital media in the context of education, since digital media literacy is the prerequisite for its usage in schools. In this context, digital media are an advantage because they not only contribute to the learning process of different subjects, but greatly to all other areas of students' lives.
[...]
1This master thesis was written in the midst of the second corona lockdown in Germany which has started in December 2020. Due to this topicality, the plural of lockdown will consequently be used in this thesis.
2The mentioned digital tools and learning platforms only represent random samples within the bitkom study (2020). Not every federal state uses the same platforms and digital tools and there are even more.
3In the following mentioned as KMK.
4The first percentage refers to the total amount of persons questioned while the second percentage represents the total amount of parents whose children are attending schools (cf. bitkom September 2020).
-
-
-
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X.