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COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers’ and learners’ technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers’ knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers’ technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education.

Since schools increasingly use digital platforms that provide educational data in digital formats, teacher data use, and data literacy have become a focus of educational research. One main challenge is whether teachers use digital data for pedagogical purposes, such as informing their teaching. We conducted a survey study with N = 1059 teachers in upper secondary schools in Switzerland to investigate teacher digital data use and related factors such as the available technologies in schools. Descriptive analysis of the survey responses indicated that although more than half of Swiss upper-secondary teachers agreed with having data technologies at their disposal, only one-third showed a clear tendency to use these technologies, and only one-quarter felt positively confident in improving teaching in this way. An in-depth multilevel modeling showed that teachers’ use of digital data could be predicted by differences between schools, teachers’ positive beliefs towards digital technologies (will), self-assessed data literacy (skill), and access to data technologies (tool) as well as by general factors such as frequency of using digital devices in lessons by students. Teacher characteristics, such as age and teaching experience, were minor predictors. These results show that the provision of data technologies needs to be supplemented with efforts to strengthen teacher data literacy and use in schools.

A growing number of schools have recently been changing their culture of teaching and learning towards personalized learning. Our study investigates how schools use digital technology to facilitate and promote personalized practices. Based on the answers of a student questionnaire from 31 lower-secondary schools with a personalized learning policy in Switzerland, we selected the three cases with the most frequent use of digital technology in the classroom. Using key categories of digital technology implementation to frame the analysis, we examined the differences and similarities regarding the contribution of digital technology to fostering personalized learning. A systematization of our analyses resulted in three different types in terms of how schools integrate digital tools into their daily practices: 1. selective use of digital technology according to individual teacher preference; 2. selective use of digital technology according to individual student preference; and 3. structural use of digital technology in accordance with a school-wide strategy. The findings provide indications for future research and practice with respect to an implementation of personalized learning that takes full advantage of digital technology.

The growth in digital technologies in recent decades has offered many opportunities to support students’ learning and homework completion. However, it has also contributed to expanding the field of possibilities concerning homework avoidance. Although studies have investigated the factors of academic dishonesty, the focus has often been on college students and formal assessments. The present study aimed to determine what predicts homework avoidance using digital resources and whether engaging in these practices is another predictor of test performance. To address these questions, we analyzed data from the Program for International Student Assessment 2018 survey, which contained additional questionnaires addressing this issue, for the Swiss students. The results showed that about half of the students engaged in one kind or another of digitally-supported practices for homework avoidance at least once or twice a week. Students who were more likely to use digital resources to engage in dishonest practices were males who did not put much effort into their homework and were enrolled in non-higher education-oriented school programs. Further, we found that digitally-supported homework avoidance was a significant negative predictor of test performance when considering information and communication technology predictors. Thus, the present study not only expands the knowledge regarding the predictors of academic dishonesty with digital resources, but also confirms the negative impact of such practices on learning.

Teaching internships constitute a core part of teacher education. However, it is unclear how internship experiences can be enhanced with digital technologies to foster teacher professional development. In two experimental studies, we examined the relationship between internship experiences, the development of teaching enthusiasm and teacher self-efficacy when using a mobile portfolio app during teaching internships. Results show a positive effect of internship experiences on teaching enthusiasm and self-efficacy. However, the use of the mobile app increased teaching enthusiasm only when student teachers worked with their mentors. These results contribute to the relationship between mobile-enhanced internship experiences and teacher effectiveness factors.

Jürgen Schneider und Dominik Petko stellen überblicksartig verschiedene digitale Möglichkeiten zur Förderung von Core Practices in der Lehrpersonenbildung dar. Sie zeigen, dass digitale Videos, digitale Portfolios und digitale Simulationen in aktuellen Ansätzen genutzt werden, um eine Repräsentation, Dekomposition und praxisnahe Abbildung (Approximation of Practice) von Core Practices in der Lehrpersonenbildung zu fördern. (DIPF/Orig.)

© 2021, Association for Educational Communications and Technology. In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today, there is a wide range of conceptual models that are developed and used in research and/or practice focusing on educational technology integration. Conceptual models are of relevance as they can bridge theory with practical applications. Today, there are a wide range of conceptual models are developed and used in research and/or practice focusing on educational technology integration. These models can be seen as simplified versions of theories for practical application or as condensed wisdoms of practice that need to be further investigated theoretically and empirically. However, there is insufficient agreement on the dimensions and criteria used to judge the quality of conceptual models in educational technology. Therefore, the main goals of this article are to: (1) develop criteria to assess the quality and scope of conceptual models and (2) identify and compare exemplary models for technology integration in educational settings along with these quality criteria. The resulting five criteria from this investigation provide the means to effectively evaluate the quality and scope of conceptual models focused on technology integration while providing additional insight into applying these models in research and practice.

Die Verfasser beschreiben im Stichwortartikel, welche Kombination von fachdidaktischem, pädagogischem und technologischem Wissen notwendig ist, um effektiv mit digitalen Technologien unterrichten zu können. Dabei bedarf der Aufbau solcher Kompetenzen nicht einer spezialisierten Mediendidaktik, sondern auch der Allgemeinen Didaktik sowie der verschiedenen Fachdidaktiken. (DIPF/Orig.)

Background. To determine the optimal speed of computer-paced serious games, the interplay of cognitive load variables and game engagement variables can serve as combined criteria. Intervention. In order to test the effects of higher or lower game speeds on different types of cognitive load and engagement, the FRESH FOOD RUNNER game was developed, which teaches the harvest seasons of different fruits and vegetables. Method. In this study, N=58 6th grade primary school students are randomly assigned to play the serious game FRESH FOOD RUNNER at different speeds. Pre-and post-tests are used to assess learning gains, in combination with rating scales for different types of cognitive load and game engagement. Results. Results show that highest learning gains and lowest levels of extraneous cognitive load are prevalent at medium speed settings, which are neither too fast nor too slow. A similar pattern is apparent for student ratings of game engagement. Discussion and Conclusion. In consequence, learning gains, cognitive load and engagement variables can be regarded as suitable criteria to determine the optimal speed of serious games.

Mobile technologies open up new ways of fostering reflection in teacher education. With the intention of tying reflection closer to the actions in the classroom, facilitating multimedia recordings, providing prompts for reflection and fostering discussions between pre-service teachers, experienced teachers and university mentors, we developed the “Metapholio” app and tested it in the context of teaching internships. This app supports pre-service teachers in collecting noteworthy moments in the classroom by providing functionalities for individual and collaborative note taking. Notes can be created in the form of written text, photography, audio recordings and video recordings. Each note can be commented on and discussed with invited peers, experienced teachers and university mentors, who can also record moments themselves. Furthermore, the app makes it possible to select notes and attach them to more general written or spoken reflections on teaching and learning. Theoretical frameworks and writing prompts that are part of the app serve as scaffolds for such reflections. Peers, teachers and mentors can be invited to join the conversation on reflections. With the help of this app, pre-service teachers can, moreover, create their own multimedia mobile portfolio, which acts as a hybrid space for professional development in teacher education.

Learning leaders have important roles in facilitating and supporting the effective and innovative integration of technology in schools. Many leaders who are charged with the task of technology integration have not received professional development to support a leadership role. Many teachers who assume the role of technology leaders develop into this role organically over time based on their recognized performance. School administrators may not have the skills to make decisions for technology integration for learning. Effective ICT learning leaders exhibit the ability to create a shared vision, remain pedagogically focused, and seek and contribute to on-going professional development. Recognizing characteristics of learning leaders who are innovators in technology integration is an important step in the overall improvement of education systems. This paper focuses on the role learning leaders have in the effective use of technology in the learning environment and the types of professional development that best support learning for these leaders. The paper also addresses the important role of assessment, in order to continue the quest to determine what technology-enhanced interventions and innovations work for whom, in what contexts, and under what conditions.

Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games. Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions. Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.

The study examines the use of weblogs in teacher education internships and its impact on student stress levels self efficacy and reflective abilities. N=176 student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion focused or with problem focused writing assignments in combination (b) with or without peer feedback during a 4 week teaching practice on a daily basis. The control group wrote a final reflection paper instead of blogging. Multilevel linear modeling of longitudinal questionnaire data shows that students with problem focused weblog writing assignments show a stronger development of self efficacy during the internship than the other groups especially when combined with peer feedback on blog postings. Groups do not differ with regard to stress levels and ability for reflection.

TPACK is a prominent model of teacher expertise for effectively teaching with digital technologies. While numerous studies have investigated teachers’ TPACK by means of self-report surveys, its relation to more objective outcomes like lesson planning has only recently come into focus. The aim of this study was to investigate whether differences in use of digital technologies in lesson plans are related to self-reported TPACK. Lesson plans of 173 pre-service teachers were coded for whether or not they included the use of digital technologies as well as for whether this use was intended for teachers or students. Independent t tests and ANOVAs were used to compare individual TPACK components among groups. Subsequently, unique profiles of all TPACK components were identified using cluster analyses and investigated for group differences via cross tabulation. Logistic and multinomial regressions were conducted to investigate the relations between TPACK profiles and technology use controlling for gender, age, and subject group. Overall results showed no significant group differences for either individual TPACK components or for the two- and five-cluster solutions of TPACK profiles. Subject group emerged as the only significant predictor and STEM pre-service teachers showed positive relations of TPACK components and technology use in lesson plans.

Technological Pedagogical Content Knowledge (TPACK) is regarded as one of the most important models describing teachers' competencies for successfully teaching with technology. TPACK is most frequently assessed by means of self-report questionnaires, which beside their inherent methodological limitations present constraints related either to the validity, reliability, or practical applicability of existing instruments. Furthermore, the internal structure of the TPACK framework is a topic of debate. The two goals of this study were (1) to develop a valid and reliable short questionnaire for measuring TPACK (TPACK.xs), and (2) to use this instrument to investigate TPACK's internal relations, assessing whether the framework reflects an integrative or a transformative view regarding how the TPACK knowledge domains interact. An initial questionnaire of 42 items was administered to 117 pre-service upper secondary school teachers. Reliability analysis and confirmatory factor analysis were used to reduce the number of items per subscale and fit the model. Structural equation modelling investigated the internal relations between components. Results show that the final TPACK.xs questionnaire, consisting of 28 items, can be considered a valid and reliable instrument for assessing pre-service teachers' TPACK. Furthermore, the internal relations of knowledge components support a transformative view of the TPACK model.

Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a more robust structural equation model was built with data from a survey of 349 Swiss primary school teachers. It confirms that educational technology integration is dependent on individual teachers' readiness, which is in turn influenced by school readiness. Teacher readiness to integrate educational technology is based on perceived skills and beliefs. Facets of school readiness include educational technology resources in classrooms, perceived importance of technology integration, goal clarity, head teacher support, as well as formal and informal exchange among teachers.

Schülerinnen und Schüler sollen digitale Technologien in der Schule nicht nur als Lernwerkzeug kennenlernen, sondern idealerweise auch positive Einstellungen dazu entwickeln. In welchem Ausmass Schule hierzu tatsächlich einen Beitrag leistet, wird anhand der Schweizer Teilstichprobe der Schülerinnen- und Schülerbefragungen von PISA-Studie 2012 geprüft. Die Mehrebenenanalysen zeigen, dass insbesondere die häusliche Nutzung digitaler Medien für schulische Zwecke einen Zusammenhang mit den Einstellungen der Schülerinnen und Schüler hat, während die schulische Nutzung nur einen kleinen Effekt besitzt. Dieser Effekt kann unter Umständen mit der vergleichsweise seltenen schulischen Mediennutzung in der Schweiz erklärt werden. Im Sinne einer Chancengleichheit wird dafür plädiert, dass Schulen hier aktiver werden müssen. (DIPF/Orig.), Les élèves devraient non seulement apprendre à connaître les technologies numériques à l’école en tant qu’outil d’apprentissage, mais aussi, idéalement, développer des attitudes positives envers l’apprentissage par ces technologies. La mesure dans laquelle les écoles contribuent effectivement à cet effort est vérifiée sur la base de l’échantillon suisse de l’enquête PISA 2012 auprès des étudiants. Les analyses à plusieurs niveaux montrent que l’utilisation des technologies numériques à la maison pour les besoins de l’école a un rapport substantiel avec les attitudes des élèves, tandis que l’utilisation des technologies numériques à l’école n’a qu’un effet minime. Cet effet peut s’expliquer par l’utilisation relativement rare des technologies numériques dans les écoles suisses. Compte tenu de l’égalité des chances, il est d’une grande importance que les écoles deviennent plus actives à cet égard. (DIPF/Orig.)

Trotz intensiver theoretischer Diskussionen über den Begriff Medienkompetenz liegen bis anhin kaum empirisch validierte Messinstrumente zur empirischen Erfassung dieser Kompetenzen bei Kindern und Jugendlichen vor. Die bestehenden Angebote lassen sich in drei Typen gliedern: 1) Kommerzielle Prüfungen im Kontext von Weiterbildungsangeboten, 2) wissenschaftliche Tests im Kontext empirischer Studien sowie 3) spielerische Tests und Quizzes im Kontext von Sensibilisierungskampagnen. Ausgewählte Angebote werden vorgestellt und in Bezug auf ihre Brauchbarkeit für praktische Medienarbeit diskutiert. Als Ergänzung und Erweiterung des bestehenden Angebots wird der schweizerische Medienprofis-Test vorgestellt. Dabei handelt es sich um einen spielerischen Test, der frei zugänglich und empirisch validiert ist. Der Test umfasst fünf Themenbereiche: 1. Digitalisierung und Computerisierung, 2. Informationsfreiheit und Glaubwürdigkeit, 3. Sex, Gewalt und Jugendschutz, 4. Neue Geschäftsmodelle und Kommerz sowie 5. Personalisierung und Datenschutz. Die abgefragten Kompetenzen orientieren sich darüber hinaus am Modullehrplan «Medien & Informatik» des neuen deutschschweizerischen Lehrplans 21. Die von Experten validierten Items wurden anhand einer Stichprobe von Schülerinnen und Schülern der 3. bis 8. Klassen erprobt und mittels Raschmodell skaliert. Lehrpersonen können den Test im Klassenverband durchführen und erhalten dabei neben aggregierten Ergebnissen auch Empfehlungen für passende Unterrichtsmaterialien. Der Medienprofis-Test ist ein erster Schritt, ein standardisiertes und validiertes Messinstrument zur Verfügung zu stellen und die Diskussion um die Ausprägungen der Medienkompetenz mit empirisch Daten zu bereichern.

Serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains. Yet few studies have examined how these factors are related. Therefore, an empirical study was conducted to test the relationship between anticipated enjoyment and willingness to play, as well as between game enjoyment, self-reported cognitive and motivational learning gains and test results. In an explorative study, 74 children from five primary schools played the learning game AWWWARE. The results of pre- and post-tests were analysed using multiple linear regressions. The analysis showed that anticipated enjoyment played only a minor part in students' willingness to learn with serious games. Of greater importance was the students' expectation that the learning game would be easy and instructive. The level of actual enjoyment of the game also had a smaller influence than expected. While there was a correlation between enjoyment and the motivation to continue being engaged with the subject matter of the game, no effect was found with respect to self-assessed or tested learning gains. The results lead to the conclusion that other factors, such as explicit learning tasks, instruction and support inherent in the game or supplemented by teachers, may be more decisive than the experience of fun during the game. [ABSTRACT FROM AUTHOR]

The 'will, skill, tool' model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use. The present study replicates past findings using a different set of measures and hones in on possible subfactors. Furthermore, the study examines teacher affiliation for constructivist-style teaching, which is often considered to facilitate the pedagogical use of digital media. The study's survey of 357 Swiss secondary school teachers reveals significant positive correlations between will, skill, and tool variables and the combined frequency and diversity of technology use in teaching. A multiple linear regression model was used to identify relevant subfactors. Five factors account for a total of 60% of the explained variance in the intensity of classroom ICT use. Computer and Internet applications are more often used by teachers in the classroom when: (1) teachers consider themselves to be more competent in using ICT for teaching; (2) more computers are readily available; (3) the teacher is a form teacher and responsible for the class; (4) the teacher is more convinced that computers improve student learning; and (5) the teacher more often employs constructivist forms of teaching and learning. The impact of constructivist teaching was small, however.

This paper provides a descriptive overview of the empirical evidence for potential effects of reflective weblog writing for coping with stress. Seventeen studies meeting the inclusion criteria are summarized in a systematic synopsis. Sixteen studies focus on self-initiated blogging in informal contexts. Only one study examines mandated weblog writing for coping in an institutionalized context. Results indicate that the public nature of weblogs opens up a variety of possibilities for both problem-focused and emotion-focused coping, most importantly through social support. Although these studies show promising results, it remains unclear if and how the benefits of self-initiated blogging can be transferred to more formal settings. Thus, future research should examine how blogging can be mandated and scaffolded in order to foster coping strategies and decrease stress levels. For this purpose, experimentally controlled and longitudinal studies are needed to evaluate the effectiveness of this approach.

Past research has suggested that innovation processes in schools are more successful when they are participatory and voluntary. To examine this notion, we categorized schools into one of four different innovation-process types, based on group interviews with school staff: complementary bottom-up and top-down development (type 1), top-down development that is not supported bottom-up (type 2), bottom-up development that is not supported top-down (type 3) and optional development with neither strong bottom-up nor top-down initiatives (type 4). Based on this typology, analysis of variance was then conducted on survey response data from 357 teachers and 1051 9th grade students from these schools. In contrast with some of our expectations, we found that teachers in schools with a complementary top-down and bottom-up strategy as well as schools with a top-down strategy only showed better ICT-resources and a more intensive use of educational technology than those in bottom-up- or optional-innovation-type schools. Additionally, teachers' ICT-use in type 1 and 2 schools is predicted to a higher degree by the number of computers in the classroom than in schools where ICT-integration is bottom-up or optional. Our findings suggest that bottom-up innovation strategies are likely to fall short without top-down support, especially when funds for technology installations are missing. We examine the impact of top-down and bottom-up innovation processes on school ICT adoption.ICT is used more often when top-down and bottom-up processes are complementary.Teachers from both complementary and top-down schools have better infrastructure.Teachers from entirely bottom-up innovative schools show weakest ICT integration.Availability of computers and teachers skills are best predictors of ICT use in complementary and top down schools.

In den letzten Jahren hat eine Reihe von Studien gezeigt, dass in deutschen und schweizerischen Schulen Computer und Internet zwar zunehmend zur Verfugung stehen, diese jedoch nur verhaltnismasig selten im Unterricht eingesetzt warden (vgl. Korte/Husing 2006; Shewbridge/Ikeda/Schleicher 2006). Angesichts der Grosenordnung der getatigten Investitionen in Infrastruktur und Weiterbildung und auch angesichts der hohen Prioritat, die dem Thema ICT (d. h. Informationsund Kommunikationstechnologien) in politischen Strategiepapieren beigemessen wird (vgl. in der Schweiz z. B. EDK 2007; Schweizerischer Bundesrat 2006; international z. B. Rychen/Salganik 2003), muss sich padagogische Forschung mit der Frage beschaftigen, warum die Schule nur schleppend in der Informationsgesellschaft ankommt. Im englischsprachigen Raum wurde das Phanomen von Cuban (2001) unter dem Schlagwort „Oversold & Underused“ pragnant auf den Punkt gebracht. Zur Erklarung dieser Situation werden in Studien vor allem zwei, teilweise auch miteinander kombinierte Ansatze verfolgt (vgl. im Uberblick z. B. Somekh 2008; Balanskat/Blamire/Kefala 2006; Webb/Cox 2004; Mumtaz 2000). Einerseits geht es darum, die Aspekte zu erfassen, die einem verstarkten Einsatz im Wege stehen (sog. „barriers“, vgl. Jones 2004), andererseits wird versucht, Faktoren zu bestimmen, die mit einer verstarkten Nutzung korrespondieren (sog. „enablers“, vgl. Scrimshaw 2004). Beides geschieht sowohl anhand qualitativer Fallstudien und Beobachtungen (z. B. Eickelmann 2010; Schulz-Zander 2005; Kozma 2003; Venezky/Davis 2002) als auch durch Befragungen anhand groserer Stichproben (z. B. Law/Pelgrum/Plomp 2008; Pelgrum 2001). Gerade letzterer Ansatz hat neuerdings zu verbluffenden Resultaten mit hoher Erklarungskraft gefuhrt. Im sogenannten Will/Skill/Tool-Modell werden drei Faktoren identifiziert, mit denen 90 % der Varianz des Grades der ICT-Integration im Unterricht erklart werden konnen (vgl. Christensen/ Knezek, 2008; Morales Velazquez 2006). Ein ahnliches Modell wurde etwa zeitgleich von anderen Autoren und unter anderem Namen verfolgt (vgl. das Access/Competence/Motivation-Modell bei Korte/Husing 2006; Vihera/Nurmela 2001).

Mit dem Einsatz digitaler Medien im Unterricht wurde fast immer auch die Erwartung eines Wandels der Lehr- und Lernkultur verbunden. Nachdem sich die Hoffnungen in den Anfangen des computerunterstutzten Lernens vor allem auf optimierte Instruktion und automatisiertes Feedback richteten, stand spatestens seit Mitte der 80er Jahre des 20. Jahrhunderts verstarkt die Forderung einer konstruktivistischen Unterrichts- und Lernkultur im Zentrum (vgl. Jonassen, 1999; Mandl & Reinmann-Rothmeier, 1998; Derry & Lajoie, 1993). Trotz ihrer Konjunktur sind die Begriffe des "konstruktivistischen Lernens" bzw. des "konstruktivistischen Unterrichts" relativ unscharf (vgl. Richardson, 2003; Duffy & Cunningham, 1996). Zentrales Element ist die Leitidee eines selbstbestimmten, aktiven und entdeckenden Lernens. Anstatt bestehendes und instruktional prasentiertes Wissen nachzuvollziehen, haben Lernende in konstruktivistischen Lernarrangements verstarkt die Moglichkeit, eigenstandige Einsichten und Theorien uber Sachverhalte aufzubauen. Lehrpersonen verstehen ihre Rolle dabei weniger als Wissensvermittlung sondern vermehrt als Lernbegleitung, wobei sie offene Problemstellungen entwerfen und stutzende Hilfen anbieten. Weitere gangige Aspekte konstruktivistischen Lernens betreffen u. a. die explizite Anknupfung an das Vorwissen, die experimentierende Arbeit an alltagsnah situierten Problemstellungen, die Moglichkeit zum Dialog in Lerngruppen und die Reflexion der eigenen Lernziele, Lernwege und Lernertrage. Heute haben vielfaltige Lernarrangements den Anspruch, konstruktivistisches Lernen prototypisch umzusetzen. Dazu gehoren z. B. Ansatze wie problem-based-learning, inquiry learning, cognitive apprenticeship und anchored instruction, die cognitive flexibility theory oder die Partizipation in knowledge building communities.

E-Learning war in den letzten Jahren ein wichtiges Thema sowohl in der Hochschullehre als auch in der betrieblichen und auserbetrieblichen Erwachsenenbildung (vgl. gesammelt in Hohenstein & Wilbers, 2005; Miller, 2005). Im schulischen Kontext ist der Begriff, zumindest im deutschsprachigen Raum, jedoch kaum verbreitet. Dies liegt nicht daran, dass in Schulen keine technologische oder didaktische Entwicklung stattgefunden hatte, sondern an den Konnotationen des E-Learning-Begriffs, der trotz seiner grosen Konjunktur relativ unscharf geblieben ist. Der Begriff pendelte lange Zeit zwischen verschiedenen theoretischen Polen, in denen sich relativ unabhangig voneinander wesentliche theoretische und praktische Entwicklungen abspielten, die in ihrer Kombination die heutige Situation pragen.

Die Einfuhrung neuer Medien an Schulen wird in den letzten Jahren verstarkt als Prozess einer umfassenden Schulentwicklung verstanden (vgl. Dexter, 2008; Balanskat, Blamire & Kefala, 2006; Scrimshaw, 2004; Kozma, 2003; Venezky & Davis, 2002; Mumtaz, 2000; Schulz-Zander, 1999). Der Ansatz der Schulentwicklung entstand seit den 80er Jahren in Anlehnung an allgemeine Theorien der Organisationsentwicklung. Er wendet sich gegen die traditionell verbreitete Praxis der zentralen Schulsteuerung und betont sowohl die Rolle der Einzelschule als auch des systemischen Zusammenspiels struktureller, materieller, sozialer und individueller Faktoren auf unterschiedlichen Ebenen (vgl. Fend, 2008; Rolff, 2007; Fullan, 1999). Prozesse der Schulentwicklung erschopfen sich nicht in einzelnen Projekten, sondern sind gepragt durch ein offenes, planmasiges, zielorientiertes und langerfristiges Vorgehen uber mehrere Phasen, das in letzter Konsequenz auf eine Einstellungs-, Wissens- und Verhaltensanderung der verschiedenen Akteure zielt. Im Kontext von Schulentwicklungsprozessen mit neuen Medien wurden solche Konzepte aufgenommen und in verschiedener Form erweitert.

Die Primarschule Ruopigen liegt in Reussbuhl, einer Vorortsgemeinde von Luzern, die nachstens als neuer Stadtteil in die Kantonshauptstadt integriert wird. Die Schule ist inmitten groserer Wohnblocke gelegen, aus denen sich ein wesentlicher Teil der kulturell und sprachlich sehr heterogenen Schulerschaft rekrutiert. Die meisten Eltern sind Arbeiter und mittlere Angestellte. Das Gebaude aus den siebziger Jahren des letzten Jahrhunderts wirkt von ausen zunachst wie ein geschlossener Betonbau, an dem nur auf einer Seite Fenster sichtbar sind. Im Inneren zeigt es sich mit seinen Klassenzimmerwanden aus Glasbausteinen dagegen uberraschend luftig und lebendig.

Immer mehr Schulen arbeiten heute mit Online-Lernplattformen. Diese internetgestutzten Werkzeuge kombinieren vielfaltige Informations-, Kommunikations- und Assessmentfunktionen mit einem passwortgeschutzten individualisierten Zugang. Mit Lernplattformen konnen Unterrichtsprozesse transparenter strukturiert und Phasen selbstgesteuerten Lernens begleitet werden. Sie eignen sich zur Intensivierung der Unterrichtsvorbereitung und -nachbereitung sowie zur Kommunikation uber das Klassenzimmer hinaus. Durch diese und andere Potenziale konnen Lernplattformen auf vielfaltige Weise zur Forderung einer neuen Lernkultur beitragen, in denen Lernende verstarkt eigenstandig arbeiten und Lehrpersonen weniger Wissensvermittler und verstarkt Lernbegleiter bzw. „Vorbilder im Lernen“ sind. Das Buch gibt einen Uberblick uber den gegenwartigen Stand der Theoriebildung, stellt empirische Ergebnisse eines nationalen Projektes in der Schweiz dar und konkretisiert mogliche Einsatzszenarien anhand einer Reihe von schulischen Fallstudien.

Bulach liegt etwa zwanzig Minuten nordlich von Zurich, unweit der deutschen Grenze. Die kleine Stadt mit etwas mehr als 15.000 Einwohnerinnen und Einwohnern gilt als wirtschaftliches Zentrum des Zurcher Unterlandes. Waren fruher hier verschiedene grosere industrielle Betriebe beheimatet, so ist Bulach mit seiner hubschen Altstadt, seinen Einkaufsmoglichkeiten und Schulen heute vor allem ein regionales Dienstleistungszentrum. Etwas am Rand der Stadt, vor dem Panorama von Wiesen und Waldern, befindet sich die Berufsschule. Viele Jugendliche sind hier anzutreffen, schlieslich liegt gleich daneben auch die Kantonsschule, das regionale Gymnasium. Das Gebaude der Berufsschule verstromt mit seinem gezackten Fabrikdach und seiner Fassade aus Eternitplatten industriellen Charme (Abbildung 1). Innen zeigt sich das graue Ausere in freundlichen Farben. Im Eingangsbereich ladt die Cafeteria zum Verweilen ein, die Klassenraume liegen an den langen Gangen des Haupttraktes und im angrenzenden Pavillon. Ein weiteres Gebaude der Berufsschule findet sich auf der anderen Seite der Stadt.

Die Kantonsschule Rychenberg ist eines von drei Gymnasien in Winterthur, der sechstgrosten Stadt der Schweiz. Winterthur liegt im Kanton Zurich, nur knapp dreisig Autominuten von der Kantonshauptstadt entfernt. Mit seinen guten Verkehrsverbindungen gilt Winterthur als Pendlerhochburg, sowohl in die Stadt hinein als auch hinaus. Winterthur, einst bedeutender Industriestandort, prasentiert sich heute vor allem als Kultur- und Dienstleistungszentrum. Sechzehn Museen und verschiedene Buhnen, teils in der schonen Altstadt und teils in alten Industriegebauden gelegen, ziehen Publikum aus dem In- und Ausland an. Die alt- und neusprachlich orientierte Kantonsschule Rychenberg liegt etwas auserhalb des Stadtzentrums, in einem Wohnquartier am Lindberg. In unmittelbarer Nachbarschaft befinden sich ein Kurzzeitgymnasium und eine Musikschule.

Der Ansatz der videobasierten Unterrichtsforschung fand insbesondere im Fach Mathematik in den letzten Jahren intensiv Verwendung. Dabei kristallisierten sich sowohl die moglichen Vorteile dieses Zugangs als auch eine Reihe von methodologischen Herausforderungen heraus, die hier am Beispiel der TIMSS 1999 Videostudie aus schweizerischer Sicht beschrieben werden. Ausgehend von einem systemischen Konzept von Unterrichtsqualitat werden bedeutsame Entscheidungen bei der Datenerhebung, Datenaufbereitung und Datenanalyse anhand der schweizerischen Stichprobe kurz dargestellt und diskutiert.