Field Trip to Martin-Luther-Schule Marburg (May 08, 2012)
Today we got to see the Martin-Luther-School (MLS) in Marburg. The tour primarily focused on the school's technical equipment and different sorts of media used there. During the tour, Mrs. Fernandez, a teacher and lecturer, led us through the building and its facilities equipped with computers, interactive whiteboards and so forth and initiated a lively discussion about media use in school. In the following article I will sum up the information provided and the experiences I made from an educational point of view. Hence, in a short conclusion I will complement the facts with possible pedagogical implications when it comes to combining and enriching learning processes with new media.
The equipment
The first room we were shown was the school library providing four computers for over 1300 students, 110 teachers and 20 trainee teachers. Ensuring proper use with the computers, the students need to bring an ID signed by their parents in case they want to gain access to the computers and the internet without any restrictions. Wireless internet access is available throughout the school building, however, it is password-protected and supposed to be used by teachers and for educational purposes only.
To keep track of cancelled classes or teacher substitutions, the MLS offers two big flatscreens in the hallway and the teacher's room showing the schedule and all the latest information (also available via the school's intranet). The teacher's room is equipped with two computers (most teachers bring their own laptops) and portable 'media suitcases' (also known as 'PoWi Presenter') offering a laptop (netbook), a projector, and loudspeakers. Their so-called 'mobile cinemas' consist of a projector, a DVD player and loudspeakers. All the equipment can be reserved beforehand with an internet-based booking system, i.e. teachers can book the the computer room or equipment they need from home while planning their classes. Furthermore, the online system can be used to register exam dates. The MLS offers three copying machines for the entire staff and a work room with another computer for teachers. This place also includes a mobile laptop cart with 16 computers for the first floor. Moreover, the MLS owns two rooms with interactive whiteboards (SMART Board) and laptops. These belong to the arts and biology faculties, though, which implies that teachers of other faculties cannot use them frequently. According to Mrs. Fernandez, most teachers at MLS do not consider interactive whiteboards helpful for their lessons anyway. Thus, the school has not yet decided to buy more whiteboards (see 'Discussion with Mr. Pichl').
Next, we got to see an exemplary classroom representing every second room of the school with a wooden media box equipped with a flatscreen, a stereo with iPod dock, mouse and keyboard, and a DVD/CD player. These media closets were installed after due deliberation instead of projectors to be on the safe side since projectors are expensive and subject to vandalism in a classroom with vivacious children. Easily lockable, the wooden media boxes are more secure and, when open, provide an effective way to block sunlight and glare. Another feature worth mentioning is internet access and the possibility to connect external devices such as laptops. That way, the flatscreens can be used for presentations, for instance. However, I would still prefer projectors or interactive whiteboards for presentations since flatscreens cannot compete in terms of screen size, that is, legibility issues might occur.
On top of that, the MLS has a computer room with 30 PCs, respectively 15 computers in two adjacent rooms. The important thing about it, though, is the fact that all computers are connected to the so-called 'MasterEye' software solution, i.e. the main computer in front gives teachers access to each single computer and any click or action can be monitored. If necessary, the teacher can block all the computers - e.g. to arouse attention - or just a single one. Apart from the safety aspect, MasterEye also serves as presentation tool since everything from a student's computer can be projected to the rest of the class via a projector. Thanks to a built-in hardware card, the computers are automatically reset when started, which means that data needs to be saved either on the school server or external harddrives. For this reason both teachers and students utilize 'digital schoolbags' - a freeware collection of various portable software tools stored on a USB flash drive.
Discussion with Mr. Pichl
Mr Pichl, deputy headmaster and teacher at MLS, stated that interactive whiteboards do not improve lessons significantly in the long run and students scarcely require whiteboards to present or develop something in front of the class that could not be done without one. In other words, they do not really contribute to more successful teaching. Another downside is the insufficient luminosity of interactive whiteboards when exposed to bright light. The rooms equipped with SMART Boards cannot be darkened enough to avoid reflection and the projection becomes barely legible. Moreover, the actual screen size does not meet the requirements needed to illustrate wide images or comparisons that require a lot of space. On top of that, teachers are inclined to write much bigger letters. Thus - according to Mr. Pichl - ordinary foldout blackboards do a better job in this regard. Instead, he seems to be quite fond of document cameras (also known as digital presenters) offering considerably more possibilites for educational purposes. Document cameras not only replace overhead projectors but also help enlarge and display any kinds of objects (even three-dimensional and moving objects) using a projector.
Conclusion
In order to meet the demands of our society with tech-savvy pupils and to realize both motivating and efficient learning environments, schools need to consider using new media and should train their students how to deal with the latter appropriately. However, it is their duty to reflect on the pros and cons as well as the goals and consequences when replacing classical objects (e.g. blackboards) with new technical equipment.Considering the MLS and their media equipment, it can be stated that the school is rather up to date and the principals have put a lot of effort and thought into their new media concept. The school's waiver of interactive whiteboards proves that there are other ways and means to enrich teaching with new media. In my opinion, though, interactive whiteboards combine all media necessary in one device, which is actually quite handy. On the other hand, the cost factor of such gadgets must be considered and the school's wooden media closets and their portable media suitcases are adequate alternatives to interactive whiteboards. Furthermore, the MLS puts emphasis on the students' media literacy from grade five onwards to be well prepared in terms of media use. For instance, there is a mandatory IT training program for each student. Their attempt to use IDs signed by the students' parents is - in my opinion - a smart move as it ensures access to the entire world wide web without any restrictions and delegates responsibility to the students themselves.
Despite the school's effort to make use of new media, I found it rather astonishing that only half of the teachers actually book the computer room to do internet research or computer-based teaching. Whether this is due to their lack of competence or insufficient motivation remains unclear to me. As more and more young teachers with better media literacy than older colleagues are taking over, I feel confident that the use of new media will gradually increase in the future. Taken into account that the majority of current and future students were or will be born as Digital Natives, teachers therefore need adequate qualification and media competence both to keep up with their students and to teach them how to deal with new media, i.e. teachers ought to be role models in this regard as new media has already become an integral component of our daily life.
The equipment
The first room we were shown was the school library providing four computers for over 1300 students, 110 teachers and 20 trainee teachers. Ensuring proper use with the computers, the students need to bring an ID signed by their parents in case they want to gain access to the computers and the internet without any restrictions. Wireless internet access is available throughout the school building, however, it is password-protected and supposed to be used by teachers and for educational purposes only.
To keep track of cancelled classes or teacher substitutions, the MLS offers two big flatscreens in the hallway and the teacher's room showing the schedule and all the latest information (also available via the school's intranet). The teacher's room is equipped with two computers (most teachers bring their own laptops) and portable 'media suitcases' (also known as 'PoWi Presenter') offering a laptop (netbook), a projector, and loudspeakers. Their so-called 'mobile cinemas' consist of a projector, a DVD player and loudspeakers. All the equipment can be reserved beforehand with an internet-based booking system, i.e. teachers can book the the computer room or equipment they need from home while planning their classes. Furthermore, the online system can be used to register exam dates. The MLS offers three copying machines for the entire staff and a work room with another computer for teachers. This place also includes a mobile laptop cart with 16 computers for the first floor. Moreover, the MLS owns two rooms with interactive whiteboards (SMART Board) and laptops. These belong to the arts and biology faculties, though, which implies that teachers of other faculties cannot use them frequently. According to Mrs. Fernandez, most teachers at MLS do not consider interactive whiteboards helpful for their lessons anyway. Thus, the school has not yet decided to buy more whiteboards (see 'Discussion with Mr. Pichl').
Next, we got to see an exemplary classroom representing every second room of the school with a wooden media box equipped with a flatscreen, a stereo with iPod dock, mouse and keyboard, and a DVD/CD player. These media closets were installed after due deliberation instead of projectors to be on the safe side since projectors are expensive and subject to vandalism in a classroom with vivacious children. Easily lockable, the wooden media boxes are more secure and, when open, provide an effective way to block sunlight and glare. Another feature worth mentioning is internet access and the possibility to connect external devices such as laptops. That way, the flatscreens can be used for presentations, for instance. However, I would still prefer projectors or interactive whiteboards for presentations since flatscreens cannot compete in terms of screen size, that is, legibility issues might occur.
On top of that, the MLS has a computer room with 30 PCs, respectively 15 computers in two adjacent rooms. The important thing about it, though, is the fact that all computers are connected to the so-called 'MasterEye' software solution, i.e. the main computer in front gives teachers access to each single computer and any click or action can be monitored. If necessary, the teacher can block all the computers - e.g. to arouse attention - or just a single one. Apart from the safety aspect, MasterEye also serves as presentation tool since everything from a student's computer can be projected to the rest of the class via a projector. Thanks to a built-in hardware card, the computers are automatically reset when started, which means that data needs to be saved either on the school server or external harddrives. For this reason both teachers and students utilize 'digital schoolbags' - a freeware collection of various portable software tools stored on a USB flash drive.
Discussion with Mr. Pichl
Mr Pichl, deputy headmaster and teacher at MLS, stated that interactive whiteboards do not improve lessons significantly in the long run and students scarcely require whiteboards to present or develop something in front of the class that could not be done without one. In other words, they do not really contribute to more successful teaching. Another downside is the insufficient luminosity of interactive whiteboards when exposed to bright light. The rooms equipped with SMART Boards cannot be darkened enough to avoid reflection and the projection becomes barely legible. Moreover, the actual screen size does not meet the requirements needed to illustrate wide images or comparisons that require a lot of space. On top of that, teachers are inclined to write much bigger letters. Thus - according to Mr. Pichl - ordinary foldout blackboards do a better job in this regard. Instead, he seems to be quite fond of document cameras (also known as digital presenters) offering considerably more possibilites for educational purposes. Document cameras not only replace overhead projectors but also help enlarge and display any kinds of objects (even three-dimensional and moving objects) using a projector.
Conclusion
In order to meet the demands of our society with tech-savvy pupils and to realize both motivating and efficient learning environments, schools need to consider using new media and should train their students how to deal with the latter appropriately. However, it is their duty to reflect on the pros and cons as well as the goals and consequences when replacing classical objects (e.g. blackboards) with new technical equipment.Considering the MLS and their media equipment, it can be stated that the school is rather up to date and the principals have put a lot of effort and thought into their new media concept. The school's waiver of interactive whiteboards proves that there are other ways and means to enrich teaching with new media. In my opinion, though, interactive whiteboards combine all media necessary in one device, which is actually quite handy. On the other hand, the cost factor of such gadgets must be considered and the school's wooden media closets and their portable media suitcases are adequate alternatives to interactive whiteboards. Furthermore, the MLS puts emphasis on the students' media literacy from grade five onwards to be well prepared in terms of media use. For instance, there is a mandatory IT training program for each student. Their attempt to use IDs signed by the students' parents is - in my opinion - a smart move as it ensures access to the entire world wide web without any restrictions and delegates responsibility to the students themselves.
Despite the school's effort to make use of new media, I found it rather astonishing that only half of the teachers actually book the computer room to do internet research or computer-based teaching. Whether this is due to their lack of competence or insufficient motivation remains unclear to me. As more and more young teachers with better media literacy than older colleagues are taking over, I feel confident that the use of new media will gradually increase in the future. Taken into account that the majority of current and future students were or will be born as Digital Natives, teachers therefore need adequate qualification and media competence both to keep up with their students and to teach them how to deal with new media, i.e. teachers ought to be role models in this regard as new media has already become an integral component of our daily life.
(The pictures shown were taken with my own camera!)
Links and further information
- Digital Natives, Digital Immigrants (Marc Prensky): http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
- Digital Natives (neues.spezial, 3sat): http://www.3sat.de/mediathek/?display=1&mode=play&obj=16669
- Digitale Schultasche (Medienzentrum Kassel): http://www.medienzentrum-kassel.de/kasseler-schulen-am-netz/digitale-schultasche
- Document Cameras (Wikipedia): http://en.wikipedia.org/wiki/Document_camera
- Martin-Luther-Schule Marburg: http://www.mls-marburg.de/
- MasterEye (MasterSolution AG): http://www.mastersolution.de/