2007 volume 4 number 2

On the topic "Technology changes educational research"

Peter Baumgartner, Sandra Schaffert

This text gives a short overview of the articles on the topic "Technology changes educational research" (bildungsforschung, issue 2007 volume 4 number 2).

The Interdepedence of Technology and Education - Technology Studies as a Part of Educational Research

Michael Klebl

This paper presents attempts to explain reciprocal effects between technology and education in the context of the educational research. On the basis of the social technology studies, in particular of Social Construction of Technology (SCOT), an approach to analyse the relationship between the shaping of technology and educational change is discussed. A view on options for design in form of participatory technology assessment ends the paper.

Qualitative research on the Wiki Way

Matthias Rohs

With the success of Wikipedia Wikis found a broader dissemination. In the field of research they are used from project management to brainstorming documentation. This article describes the experiences with a Wiki as a tool to facilitate collaborative qualitative research and a useful addition to usual QDA-Software.

Body Language in Classes. Perspectives of a Communication Oriented Educational Research with Videos

Alexander Gröschner

In the digital age educational research – especially by the use of video surveys – offers a wide range of new perspectives on classroom interaction among teachers and students. Basically, from a pragmatist point of view that focuses on a revalidation of the body as a key medium of communication, the article concerns the question, how video can be used as an instrument for analysis of nonverbal communication in the teaching and learning process.

Considerations about a discourse analysis of multimedia articulations inspired by education theory

Daniela Küllertz

The discourse analysis is concerned traditionally with the analysis of the power of discourse regarding expressions, which follow a sequential, hierarchical and categorical representation order in terms of communicative clarity. InterNet-typical communication forms however integrate several media as for instance video, audio, text, graphics or animations, which are presented simultaneously. Such contents are not subject to a straight sequential and categorical representation order. The discourse analysis of multimedia articulation inspired by education theory – developed methodological and methodical in reference to anthropology of articulation and education theory – considers genuine education-theoretical questions regarding these new forms of intersubjective production of meaning.

Professional Literature Research and - management in the Web [Practice Report]

Sandra Schaffert

Practical advice for a professional literature research and management in the World Wide Web is given in this practice report. For that, relevant databases are referred, especially such, which have open access. Additionally, some tips for clever literature research and an overview about Web tools for literature management are given.

The Personality of Teachers and Possible Impacts for Teaching Methods

Jörg Dieterich, Michael Dieterich

A research at the university of education at Karlsruhe on teacher students resulted, that here are significant differences between the students and the normal population concerning the personality. Unfortunately these differences are not considered in the studies. We suppose, that the typical personality causes the choice of the different didactical methods more than guidelines learned in the studies. Therefore the personality should be tested at the beginning of the studies and should be a variable in studies.

Non-traditional students who drop out of teacher education: Why do they leave and where do they go?

Birgit Weinmann-Lutz, Tina Ammann

Subject of this study were 245 non-traditional students in teacher education, who had successfully passed a one year preparatory class. With administrative data the number of dropouts (n=40) was determined. The subjective (re-)construction of dropout (versus persistence) was analysed in biographical interviews (n=47). Beside the difficulties of maintaining themselves, organisational problems with multiple roles (work, student, family) or changing vocational interests, there were indications of an insufficient tolerance of negative experiences or failures.