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Classroom development is a significant part of school development and is currently taking place through digitization. In Germany, an infrastructure is being systematically built up, but the concrete implementation is left to the individual schools. There have been just a few studies that deal with the changing teaching structures when using digital media. This paper focus on how teaching is structured when it takes place via learning software. On the basis of lesson protocols from a 6th grade mathematics class in Germany, an analysis is performed using structural hermeneutics methods to to investigate to what extent the feedback systems help the students process the tasks and how they deal with the automated answers. Finally, we discuss to what extent these processes could have an impact on the theory of teaching. [ABSTRACT FROM AUTHOR]

For twelve years, the municipal library of Warendorf has now been cooperating with all the local schools and pre-school institutions in the field of media education. The following field report shows how this collaborative approach has been implemented successfully, where dangers lurk and how to deal with them. Presently, a Warendorf media pass is being developed, similar to the North Rhine-Westphalian media pass. It aims at directly supporting subject specialized teaching more than before. The tutorials leading to the pass take into account both online resources such as data bases and e-learning components as well as the schools' own media resources. [ABSTRACT FROM AUTHOR]

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