Im Forschungsprojekt werden Anreizsysteme untersucht und auf ihre Anwendbarkeit im schulischen Kontext überprüft. Daraus soll eine App entwickelt werden, die auf Blockchain Technologie basiert. Die Anwendung des entwickelten Systems wird in der HLW Schrödinger getestet.
Die Ergebnisse dieser Testung sowie die der Beforschung der Testanwendung durch Befragung und Interviews sollen Aufschluss darüber geben, ob durch Anreizsysteme und die entsprechende schülernahe Anwendung dieser in Form einer App nachhaltige Verhaltensveränderungen herbeigeführt oder zumindest beeinflusst werden können.
Daraus lassen sich möglicherweise Empfehlungen für die Anwendung von Anreizsystemen zur Steigerung der Motivation und der Nachhaltigkeit von Verhaltensänderungen im Bildungssystem ableiten.
The project is contextualized in the Faculties of Educational Sciences and in particular in the official studies of Initial Teacher Education (ITE) in kindergarten, Primary and Secondary Education. With the implementation of the European Higher Education Area, ITE in Europe converges in the incorporation of a significant period of school teaching practice (in-school placement) that in some cases constitutes up to 25% of the prospective teacher training. EU Commission, in its report “The Teaching Profession in Europe” (European Commission/EACEA/Eurydice,2015), highlights “real classroom experience” as one of the 3 key elements of ITE, emphasizing the importance of “in-school placement” at the same level of the “academic knowledge of their subject” and “teaching approaches”. A proper teacher training requires to be trained in these three elements. Surprisingly, academic policies do not generally value these three equally, and frequently, in-school placement is less valued, understanding that prospective teachers learn these skills naturally just by being placed in a school. This way, key processes to promote reflective learning of the teaching profession, such as collaboration, interaction, monitoring, and counselling processes are neglected.
In-school placement co-participated by university lecturers and non-university teaching tutors has a strategic character in the training of prospective teachers and sets a favourable scenario to promote the interaction between theory and practice, exercise professional skills and experiment proposals for educational innovation monitored by experienced professionals and analysed by educational researchers. However, the experience and the studies carried out on teaching practice show that, despite being a strategic scenario for student teachers training, the training experience can be improved, and this improvement can be implemented through the application of resources and services, delivered through e-learning. We therefore intend to address the needs for improving the training of student teachers during the implementation of in-school placements and therefore develop methodologies and e-learning solutions that have a real impact on the following aspects that clearly need to be improved:
• Dynamics to coordinate work between university and non-university teachers who supervise and accompany the student during the in-school placement period.
• Individualized follow-up of students in practice and their continued monitoring.
• An intelligent system that helps to support the self-learning process that every prospective teacher must record during the period of in-school teaching practice.
The project is contextualized in the Faculties of Educational Sciences and in particular in the official studies of Initial Teacher Education (ITE) in kindergarten, Primary and Secondary Education. With the implementation of the European Higher Education Area, ITE in Europe converges in the incorporation of a significant period of school teaching practice (in-school placement) that in some cases constitutes up to 25% of the prospective teacher training. EU Commission, in its report “The Teaching Profession in Europe” (European Commission/EACEA/Eurydice,2015), highlights “real classroom experience” as one of the 3 key elements of ITE, emphasizing the importance of “in-school placement” at the same level of the “academic knowledge of their subject” and “teaching approaches”. A proper teacher training requires to be trained in these three elements. Surprisingly, academic policies do not generally value these three equally, and frequently, in-school placement is less valued, understanding that prospective teachers learn these skills naturally just by being placed in a school. This way, key processes to promote reflective learning of the teaching profession, such as collaboration, interaction, monitoring, and counselling processes are neglected.
In-school placement co-participated by university lecturers and non-university teaching tutors has a strategic character in the training of prospective teachers and sets a favourable scenario to promote the interaction between theory and practice, exercise professional skills and experiment proposals for educational innovation monitored by experienced professionals and analysed by educational researchers. However, the experience and the studies carried out on teaching practice show that, despite being a strategic scenario for student teachers training, the training experience can be improved, and this improvement can be implemented through the application of resources and services, delivered through e-learning. We therefore intend to address the needs for improving the training of student teachers during the implementation of in-school placements and therefore develop methodologies and e-learning solutions that have a real impact on the following aspects that clearly need to be improved:
• Dynamics to coordinate work between university and non-university teachers who supervise and accompany the student during the in-school placement period.
• Individualized follow-up of students in practice and their continued monitoring.
• An intelligent system that helps to support the self-learning process that every prospective teacher must record during the period of in-school teaching practice.
Im Zusammenhang mit der Markteinführung im September 2016 wurde das Zentrum für Lerntechnologie und Innovation (ZLI) der Pädagogischen Hochschule Wien beauftragt, eine exemplarische Begleitstudie zu didaktischen Einsatzmöglichkeiten von Digi4School zu erstellen. Dabei wurden in enger Abstimmung mit dem Projektleiter der technischen Implementierung (Knowledge Markets) und in Zusammenarbeit mit E-Learning-erfahrenen Lehrkräften verschiedener Fachgegenstände einzelne Kapitel aus den digitalen Schulbüchern im Unterricht eingesetzt, wobei ergänzende Beispielmaterialien (als Open Educational Resources) entstehen und didaktische Empfehlungen abgeleitet werden.