How digital education succeeds

I'm writing this post because I was recently annoyed. At a congress on the subject of digital education, hymns of praise rang out on this very subject. In all the lectures, workshops and panel discussions, the enthusiastic mood resembled the missionary fervour of a sect. Critical questions were not welcome or were quickly brushed aside.

For example, I wanted to know how educators in daycare centres and schools who tend to be critical of the use of new technologies in their institution can be brought on board. «You just have to force them,» replied an expert who teaches at a teacher training college. This answer surprised me. Since when has coercion been considered an effective measure?

When I had a look at the list of speakers, I quickly realised that the participants from business and science were primarily interested in the topic from a financial perspective. There is a lot of money involved. But if business and research funding are supposed to be the reason for digital education, then good night.

Digital education is the buzzword of the moment and is open to a wide range of interpretations. Everyone understands it differently - or only what they want it to mean. Yet the term digital education is actually ingenious. The two words perfectly describe the subject and at the same time convey the urgent need to stop missing out on the digital transformation in education.

Digital education - what is it actually?

Today, digital education in schools refers to technology-supported learning. Digital media have proven what they can contribute to this during the pandemic. Digital tools came to the rescue precisely because it was not possible for pupils to be in the classroom in person at times.

Digital education also includes knowing how to use the technology that affects so many areas confidently and safely.

However, this development will only become really interesting when it becomes clear at the end of the pandemic which of the digital measures can facilitate and enrich teaching in the future. However, there is another definition of digital education. The term need not be reserved solely for the transfer of knowledge using digital means, but should be considered in a much broader context. After all, digital education also includes knowing how to use a technology that affects so many areas confidently and safely. Let's take a closer look at a few keywords here:

• Technology
  Without knowledge of technical basics, it is not possible to use devices sensibly. Just because many children today playfully use mobile phones and tablets doesn't mean they know how to shut down a computer or even carry out an update.
• Protection
  Among other things, they also need to know that clicking on a link or a PDF can flush computer viruses and Trojans onto the computer, which can damage data and possibly even the hardware. There are also issues such as data protection and protection from strangers.
• Communication
  Messengers such as WhatsApp have made communication easier, faster and more direct, but also more annoying. This not only puts children and young people under pressure. They also need to know the difference between internal and external communication - is it just two people talking or are many others reading along? Even if children are not interested in emails, they are the central tool for communicating with school, for example. Politeness is also often neglected here. This starts with a polite form of address or, in video conferences, with deactivating the microphone of the person who is not speaking.
• Reading ability
  I have already written several times in this magazine about the fact that each medium requires its own reading ability. A different reading ability is required for a book than for social networks, the internet and a game.
• Commerce
  Shopping on the Internet has simplified many things. The best price for a pair of trainers can be found in no time at all. But the ecological consequences of this convenient ordering system are another matter. Online retailers are also able to use algorithms to vary prices for individual customers. On a second visit to the shop, the product suddenly costs more.
• Ecology
  This is a new and exciting topic for the future. There are already initial pilot projects in which pupils are learning how the world of computer science can be linked to ecology and sustainability.
• Finding peace and quiet
  Taking breaks and switching off digital devices - this also needs to be practised and learnt. Being on all the time is unhealthy.

Yes, digital education is hugely important. But it should be pursued with a sense of proportion, above all in terms of content and pedagogy, rather than being rushed through with great vigour. In recent years, industry in particular has been the driving force when it comes to digital progress in educational institutions.

Now that all schools are largely equipped, it's the kindergartens' turn. Not everyone is happy about this. Especially when we listen to the World Health Organisation (WHO), which strongly advises against allowing children under the age of three to use screens.

It would make more sense to develop the pedagogical concept with a convincing objective together as a team before the purchase is made.

To avoid misunderstandings: It is not possible without the business community, but it must be a partnership of equals. In recent years, it has often been the case that the devices were purchased first and then considerations were made about how to use them sensibly.

It is therefore no wonder that individual employees from educational institutions are not convinced about the use of digital media in their work. It would make more sense to develop the pedagogical concept with a convincing objective together as a team before making the purchase. Constructive criticism should always be welcomed and sceptics should not be dismissed as technology naysayers and spoilsports. Only together can digital education succeed.