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Pandemic accelerates the digitization of teaching in schools

In the corona pandemic, the number of teachers who are further qualifying themselves in matters of digital education in Mecklenburg-Western Pomerania has more than doubled. While in 2019 only 3944 teachers took part in relevant training courses at the Institute for Quality Development, the figure was 8980 in the previous year, the Ministry of Education announced.

Since April 2020, teachers have also been able to use the online training courses on the nationwide training platform Fobizz free of charge for teachers. So far, more than 39,000 training courses have been completed there. In Mecklenburg-Western Pomerania, around 11,700 teachers teach in general schools (as of 2020).

From the point of view of the Education and Science Union in MV (GEW), however, politicians could do more to ensure that educational training keeps pace with technical developments. “After the digitization surge caused by the Corona crisis, the schools urgently need more time and human resources in order to continuously develop and implement the previous framework concepts for a digital teaching and learning strategy,” says Maik Walm, state chairman of the GEW, with a view to the Results of the scientific study “Digitization in the School System 2021”.

Teachers should also not be unnecessarily burdened with IT tasks, but should be able to take care of their core pedagogical task. The GEW therefore requires its own staff to be deployed at schools or through the municipalities for IT tasks.

Overall, however, the schools in MV came off quite well in the study cited by the GEW by the cooperation center for universities and trade unions at the Georg-August-Universität Göttingen: Of the 13 federal states examined, the northeast came in 5th place for the development of the digital strategy and infrastructure From the point of view of the teachers interviewed for the study, the range of further training courses is even better developed than in other countries.

How should digitization be implemented in our schools? How is the coronavirus pandemic affecting events? What was achieved in the 2020/2021 school year? This is what our series of articles would like to shed light on.

In principle, both the Ministry of Education and the GEW agree that technical equipment and educational training are two sides of the same coin when it comes to digitization in schools.

This is also confirmed by Andreas Spengler, Junior Professor for Media Education and Media Education at the University of Rostock: When you talk about digitization at school, you shouldn’t just talk about technology, but also about social, cultural and educational aspects.

Spengler refers to the media didactic specialist Michael Kerres and sees it as the school’s task to promote seven basic competencies in schoolchildren: They should know the media, understand their functions, use them and deal with their information, shape them and their own behavior in the Reflect on usage and evaluate social conclusions. According to the scientist, one should consider conventional media such as books together with so-called new media such as the Internet. Spengler uses the effect of propaganda in different media and times as an example.


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