Auswirkungen der Covid-19 Pandemie auf Deutschlehrkräfte in Deutschland und ihre Vertrautheit mit, ihre Nutzung von und ihre Einstellung zu digitalen Medien
Zusammenfassung der Projektergebnisse
The aim of the GETDIME project was to gain empirically validated knowledge about the effects of the Corona pandemic on German language and literature teachers in Germany and their use of, familiarity with and views on digital media. This involves addressing a twofold desideratum: (1) the lack of knowledge about pre-pandemic baselines and (2) the lack of knowledge about German teachers' use of, familiarity with, and views on digital media during the pandemic. Two studies were planned and realized to address this double desideratum. The focus of Study 1 was the investigation of German language and literature teachers in Germany and their familiarity with, use of and views on digital media before the Corona pandemic. The empirical basis were data from the International Association for the Evaluation of Educational Achievement (IEA) on native language teachers from the International Computer and Information Literacy Study (ICILS) 2018. The ICILS 2018 data includes a comprehensive number of scales: a teachers’ emphasis on information and communication technology (ICT) capabilities in class, a teachers’ use of ICT for classroom activities, a teachers’ use of ICT for teaching practices in class, a teachers’ use of digital learning tools, a teachers’ use of general utility software, a teachers’ emphasis of teaching coding tasks in class, a teachers’ ICT self-efficacy, teachers’ availability of computer resources at school, the collaboration of teachers to support the use ICT in the classroom, a teachers’ participation in structured learning arrangements, a teachers’ participation in reciprocal learning, a teachers’ negative views on ICT in teaching and learning and a teachers’ positive views on ICT in teaching and learning. Using the statistical method of latent profile analysis, a person-oriented statistical method for modelling categorical latent variables, we investigated if unobservable latent profiles could explain differences in the answer patterns of German language teachers in the ICILS 2018 data. We were interested if teachers could be characterized by specific latent profiles (e.g., high intend to use digital media in classrooms, but little knowledge and little resources at the respective school or low intend to use digital media in classrooms with little knowledge but with a lot of resources at the respective school) that summarized their use of, familiarity with, and views on digital media. Specifically, we investigated the overall number of latent profiles and the percentage of German language teachers within each profile. In addition, we examined if the profiles (and the overall levels of the constituting variables) of German language teachers differed from the profiles of teachers from other school subjects in Germany and from those of native language teachers in other countries. Accordingly, study 1 targeted three research questions. The results of the statistical analysis suggest that a model with three latent profiles describes the data best, indicating that the German language and literature teachers in the sample can be sufficiently well partitioned into three profile constellations. However, the three 4 profiles mostly differ in terms of their elevation and size and less in their expression pattern. The profile with the most participants (N = 171 of the overall N = 275) can be described as flat, with an elevation around 0, indicating an average score on the scales in the sample. The other two profiles are very similar in size (N = 44; N = 60) and are also relatively flat with no unique highs and lows. The two profiles merely differ in their elevation, with scale scores around the values1 and -1. Comparing models with different latent profiles across subjects, we found that a solution with three latent profiles works best for German language teachers, foreign language teachers, mathematics teachers, science teachers, humanities teachers, creative arts teachers, IT teachers, practical and vocational teachers and teachers that did not teach any of the previous subjects. The expressions of the three latent profiles were very similar across subjects, a profile that includes teachers with generally low values on the target variables, a profile that includes teachers with generally moderate values on the target variables and a profile that includes teachers with generally high values on the target variables. Concerning the comparison of native language teachers across countries, a similar result was found. Data from native language teachers in Germany, Chile, Portugal, United States, Denmark, Finland, Italy, Kazakhstan, South Korea, and Luxembourg can be best described by a model consisting of three latent profiles. For native language teachers in Uruguay and France, a solution with two latent profiles fits the data best. The focus of Study 2 was the investigation of empirical data from German language and literature teachers of several federal states in Germany, who participate in the ongoing online questionnaire study ‘Digital Distance Learning in German Language and Literature’ (DiDiD). The DiDiD study investigated the experiences of German language teachers with digital teaching during a period of the Corona Pandemic where schools in Germany were closed. Data collection for the study was conducted based on digital questionnaires from November 2020 to 2021. German language teachers were asked about their familiarity with digital media, their view of the general importance of promoting competencies in German, their view of promoting competencies in German based on digital media, their view of the expectancy of success of promoting competencies in German based on digital media and their interest in further training on how to promote competencies in German based on digital media. In line with the first study, using latent profile analysis, we investigated the overall number of latent profiles and the percentage of German language teachers within each of these profiles. The respective profiles detected in DiDiD, were then descriptively compared to the ones detected in ICILS 2018—a data set that questioned German language teachers before the Corona pandemic. The results of the second study suggest that a model with three latent profiles fits the data best. This result was also reported in the first study, using a data set that surveyed German language teachers before the pandemic. The three latent profiles 5 detected in the DiDiD data mostly differ in terms of their elevation and size. The profile with the most participants (N = 1117 of the overall N = 1981) can be described as flat, with an elevation between 0 and 0.5. The profile with the second most participants (N = 467) is flat as well, with an elevation between 0 and -0.5. The profile with the smallest number of participants (N = 63) is mostly flat as well, but the scores on the scale familiarity with digital media are almost 3.5 standard deviations below the mean. This indicates a relatively low value for the participants allocated to that profile in comparison to the participants that are allocated to the other two profiles. The results of both studies indicate a model with three latent profiles. In ICILS 2018 and in DiDiD, German language teachers can be grouped into three profiles characterized by low, medium, and high proficiencies on the scales. The results point to rather unspecific profiles with gradual differences. The descriptive comparison of the profiles reveals similar patterns before and during the pandemic. Thus, there does not seem to have been a major change in the patterns of attitudes, competencies, and usage with respect to digital media among the German teachers studied in ICILS and DIDID. However, it could be assumed that other societal changes might initiate a differentiation process in teachers’ latent profiles, such as the emergence of openly accessible and easy to use large language models like ChatGPT. It could be assumed that in the future, more extreme profiles could emerge that distinguish between teachers who view digital media (including ChatGPT) as beneficial versus teachers who view digital media (including ChatGPT) as a risk.
Projektbezogene Publikationen (Auswahl)
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Effects of the Covid Pandemic on German Language and Literature Teachers in Germany and their Familiarity with, Use of, and Views on Digital Media. Research Conference Pandemics (Conference by the German Research Foundations): Preparedness for future Pandemics from a global Perspective (Conference Poster).
Frederking, V., Brüggemann, J., Albrecht, C., Gfrörer, T., Trautwein, U. & Nagengast, B.
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Effects of the Covid Pandemic on German Language and Literature Teachers in Germany and their Familiarity with, Use of, and Views on Digital Media. Society for Empirical Educational Research (GEBF) in Bamberg (Conference Talk).
Frederking, V., Brüggemann, J., Albrecht, C., Gfrörer, T., Trautwein, U. & Nagengast, B.
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Effects of the Covid Pandemic on German Language and Literature Teachers in Germany and their Familiarity with, Use of, and Views on Digital Media. Conference of the European Teacher Education Network (ETEN) in Nuremberg (Conference Poster).
Frederking, V., Brüggemann, J., Albrecht, C., Gfrörer, T., Trautwein, U. & Nagengast, B.
