Digital transformation will challenge our society in the coming decades. It has already entered the professional life and will shape our understanding of digital education and work in the long term. Even if the digitization has already been started, its performance in the education sector has not been exhausted.
In the business world and the private sector impressive digital business models have been developed and implemented for years. The area of education in Germany remains largely unaffected. The development options and their effects on the future jobs are so massive that, on the one hand, not only is the enormous potential of the transfer of knowledge to be overlooked, but the impact of education on existing and new professions and sectors is also being ignored.
In order to fully pursue the path of digitization, more than the technical implementation is required, ie the first step in the overall process. A holistic approach, the prospect of a profound impact, is indispensable.
A pupil who is teached at the same time with approximately 25-30 other classmates can hardly be considered in his individual learning time. On the one hand, teaching is too fast, but too slow for another group. Also, individual prior knowledge can not be considered. Individual wishes, to expand topics or to treat less, can not be met. The timetable prescribes when the learner has to be interested in a specific topic. The time to learn from the teacher by means of demand is scarce and always limited in time. This is also the case with the demand for their own table neighbors, which is often prevented by the teacher.
Instead of using the potentials of the individual pupil and letting him unfold, he is dictated to the content of the book. This compulsion rarely causes a great interest in the learning material and thus prevents a permanent retention of the learned. Creativity can not be taught, but unfold through freedom. G8 has created a considerable disadvantage for students: less leisure time and a fuller calendar than many professionals.
Looking at the lessons from the perspective of a teacher, the work begins well before the lesson. The cost of the preparation is enormous. Topics are based on curricula. The topic of the next lesson has to be developed and planned. Materials and sources must be sighted and selected, worksheets created and reproduced. In addition, topics for the implementation between the individual classes need coordination.
The follow-up of the lesson often takes up the largest part of the total work volume. Tests, class work and examinations are individually sighted, corrected and graded. The same applies irregularly to workbooks and notebooks. In doing so, the students’ mistakes and working behaviors are analyzed and feedback reports and help are prepared.
New educational challenges
Teachers are constantly confronted with new challenges through social changes. One example of this is the implementation of the UN Convention on the Rights of Persons with Disabilities, with the aim of inclusion. Whereas people with disabilities had previously been taught in special education schools in Germany, it is now also the objective to teach these pupils in general schools. It follows that the individual requirements of the individual pupils to the teacher and the lessons increase enormously. Teachers are faced with the challenge of further differentiating and individualizing their teaching. In order to meet this increased demand, the cost of teaching preparation is multiplied.
Foreign pupils, such as from the European Refugee Crisis since 2015, also face the special task of educating pupils whose language they do not speak, impart knowledge, or generally integrate into society.
How, however, can a student be taught who does not understand the language and who is not powerful in the Latin script? It would be advantageous to have teachers who could communicate with the student in their mother language. But such a large number of teachers is not available in Germany. Digitization can help.
But how many videos have been seen, how many apps have been researched and how many books have been read: the newly gained knowledge can not be proven. Only through cost-intensive certifications of (accredited) institutions, usually a seminar or on-site training, is the knowledge of the subject proven and accepted.