FROM THEORETICAL KNOWLEDGE TO REFLECTION ABOUT DIGITAL MEDIA: A STUDY ABOUT EPISTEMIC AWARENESS OF IN-SERVICE TEACHERS

As part of the EU DigiLitEY project we collected expert interviews with teachers of different primary schools in Germany. The explicitly provided pieces of information about the teachers' personal as well as professional habits and attitudes as regards their use of digital media, and their consideration of digital media as part of their professional work in class were of interest for the international evaluation. Other international, as well as national studies (e.g. [1], [2]) show that especially Germanys' teachers are relatively reserved appreciating the potentials of digital media in class. They consider digital media as means for administrative purposes, in foreign language classes and as a challenge for top-performing pupils - but they concede just little potential for the support of rather poor performing pupils or even those who would need inclusive schooling. The paper will discuss on the theoretical background, the international cooperation for the survey as well as the detailed content-analysis of the data from Germany against the background of these other (inter-)national studies as well as the theory of mediatization [3]. Moreover, it will give a short review of some of the corresponding project-data from Great Britain.