Media form school - a plea for expanded action orientations and reflective perspectives.

Autor/in	Hug, Theo
Titel	Media form school - a plea for expanded action orientations and reflective perspectives.
Quelle	In: MedienPädagogik, (2014) 24, S. 114-135Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1424-3636
DOI	10.21240/mpaed/24/2014.09.25.X
Schlagwörter	Bildungsmonopol; Medienkompetenz; Medienpädagogik; Neue Technologien; Planung; Kind; Schulentwicklung; Lernprozess; Lernumgebung; Außerschulisches Lernen; Reflexion (Phil); Management; Gestaltungsform; Innovation; Praxisbezug; Theorie; Jugendlicher
Abstract	Media-related rhetoric plays a remarkable role in the context of school (re)forms, whether the arguments are euphoric or skeptical about media. On the one hand, there are reminders of the need for sheltered spaces and developmental tasks for children and adolescents, for the detailed differentiation of literacy as an educational task, or for maximizing equal opportunities. In these cases, media are mostly seen as means of learning, education or development advancement. On the other hand, debates also deal with the development of adequate infrastructures for learning and teaching with more-or-less "new" media, media-based school development projects, or the implementation of e-learning strategies. Here it is striking that, on closer observation, innovative efforts frequently turn out to be structural-conservative administrative measures which fail to address the contemporary media-anthropological, media-epistemological and media-cultural challenges. The focus of the article is on school-based monopolies of education and information. It explores expanded perspectives of reflection and action-orientation in light of the theory of medial forms. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1