Theoretical Framework

1. Teachers‘ Acting Patterns while Teaching with Information- and Communication Technology in the Subjects German, Mathematics and Computer Science Sigrid Blömeke, Dana Eichler & Christiane Müller Studies concerning the implementation of ICT in the classroom underline the integration of ICT in traditional acting patterns of teachers. It is assumed that this is why the potential of ICT to promote co-operative and self-directed learning and to realise constructivist learning principles cannot be used. The main objective of this project is to examine which kinds of acting patterns teachers display while incorporating ICT in German, Mathematics and Computer Science classes at secondary school level. With these results a basis for the development of a complex theory concerning teachers’ behaviour while using ICT in lessonwill create. Theoretical Framework Hypothetical Results (i.e. for scripts) Teachers‘ acting patterns include scripts (Schank & Abelson, 1977) and subjective theories with regard to teaching and learning (Groeben et al., 1988). These subjective theories underlie the acquisition of scripts.Both elements guideteachers’ behaviour. Our work bases on the assumption that existing acting pattern can be described on one (1) dimension of teaching reaching from the poles „instructional“ to „constructivist“ (Mandl et al., 1998). Teachers‘ acting patterns, balancing these extrem- poles, will improve students‘ effective output. Method Sample: 24 teachers; 3 subject-groups (Mathematics, Com-puter Science and German); level of media-experience: 6 high, 6 low (Mathematics). Video camera observations (30 lessons) to identify teachers’ scripts and interviews (24 teachers) to analyze their subjective theories. Category System (i.e. for scripts) The Figures show a traditional (↑) and an alternative (↓) script (hypothetical results). The instructional teacher (↑) controlls ICT, he uses it as teaching material and he dominates the lesson. Students are reactive learner. The second script (↓) demonstrates students as self-directed learners using ICT for example as database. The teacher moderates and gives advice. Furthermore, the use of teamwork underlines these co-operative, social-constructive principle. lowest level of abstraction At the moment we are creating a category system for scripts to develop suitable indicators at the behaviour level which correspond to the mental representation level. We use the structure elements of an act - action, actor, object, location and result (Aebli, 1980, 1983). The videotape-coding will take place on the lowest level of abstraction (figure adapted from Klix, 1994). Subsequently, a category system for subjective theories, including the topics beliefs about the subject, the subject-related academic discipline, self-perception, beliefs about the learning process, the cognitive requirement in the subject being learnt, the role of ICT and the media-related abilities will be created. http://www2.hu-berlin.de/didaktik/de/forschung/hamlet.html