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Internet <> School
Concepts and Habits of Internet Use
among Students and Teachers in Austria

Research: Axel Maireder, Manuel Nagl
Supervision: Thomas A. Bauer
Department of Communication, University of Vienna
Research Questions
• Terms, forms and consequences of
  Internet use in schools
• Impact of the school on
  Internet practices of students (& teachers)
Method
• Exploratory Study
• Group Interviews
  – 47 teachers
  – 117 students (aged 13 - 17)
  – 10 Austrian schools
• Grounded Theory oriented analysis and
  generating of hypothesis
Results
• Valuation of the Internet by Students and Teachers
• Internet Practices of Students:
  – Information Research & Evaluation
  – Social Communication
  – Entertainment
• Internet Practices of Teachers in School Contexts
• Competences of Students and Teachers
• Thesis on particular social phenomena in the area
  of Internet and school
Exclusion of
Internet
Activities in
Evaluation
Processes
• Internet activities are
  hardly ever rated by teachers
• No impact of evaluation
  on school reports
• As long as information works in tasks, it
  is ‘good’ information.
• As ‘everything‘ seems to work, almost all
  the information is assessed as ‚good‘.
• Students learn that the quality of
  information is not ‘that’ important.
Content follows form:
 Less effort is put into information
 research & evaluation compared to the
 appearance of assignments.
„Wenn die Schüler Hund eingeben [in Google] und auf
    Hund kommen, dann drucken sie sich die Seite aus. Aber
    sie haben nichts anderes gelernt als das Wort Hund.“
“If the students type ‚dog‘ [into Google] and come to a dog
    page, they print the page. But they have not learned
    anything else than the Word ‚dog‘.”
Trust in
Information
• Teachers put trust in information
  originating from institutional contexts.
• Students put trust in the
  ‚Wisdom of the Crowds‘
„Ja, aber wenn zehn Leute sagen sie [eine bestimmte
   Felswand] ist 200 Meter hoch und zwei Leute sagen, sie
   ist zwei Meter hoch, dann glaub ich den zehn Leuten.“
“Yes, but if ten people say it [a particular rock wall] is 200
   meter high and two people say it is two meter high, I
   believe the ten people.“
„Wenn es in Google vorne ist, muss es ja praktisch
stimmen.“
„If it‘s ahead on Google, it virtually must be right“
Misjudgement
of time
Students lose track of time
due to distraction:
> Longer internet use
> Signs of Fatigue
„Es ist schon nervig, wenn dauernd wer was will. Ich will
    immer die Hausübung machen, dann schreibt wer auf
    MSN, dann leuchtet‘s und ich muss zurück schreiben -
    dann bin ich wieder bei der Deutsch Hausübung. Dann
    kommt eine Nachricht, dann leuchtet‘s wieder und dann
    habe ich keine Deutsch Hausübung.“
„It is quite annoying if there is always someone who wants
    something. I always want to do my homework, then
    someone writes on MSN, the light flashes and I have to
    write back - Then I am working on my German
    homework again. Then a message comes in, it flashes
    again. And finally I don‘t have a German homework“
Students do not assess
internet activities
as ‚spare time‘!
• Misjudgement of gross-time as net-time
• Loss of motivation to work on
Support and
Inhibition
Networks
• Students are using online-networks for
  doing homework.
• Through permanent information
  transfer they know the ‘task-status’ of
  their classmates.
• Need for finishing homework becomes
  lower if ‘task-status’ is ‘not finished’.
„Wenn die anderen nix lernen, muss ich auch noch nicht.
  Zum Beispiel man fragt: ‚Hast du die Hausübung schon?‘
  - ‚Nein, kenn mich nicht aus‘ - O.K, dann mach ich sie
  auch nicht und schreib sie ab.“

„If the other‘s still don‘t learn, I don‘t have to. So I ask:
    ‘Have you done the homework yet?’ - ‘No, I don‘t know
    what‘s it about’ - Okay, thus I don‘t do it either and I
    transcribe it from someone else“
• Students establish consensus of passivity
• Inhibition of task-related processes
Loss of Control
Teachers feel a loss of control
on different levels:
 • Technique
 • Student’s Attention
 • Knowledge Transfer
• Loss of control is associated with
  loss of authority
• Fear of losing control becomes
  even stronger
Teacher’s
Knowledge
Gap
• Awareness of relevance of ICT-
  knowledge
• But lack of practical knowledge
  in didactics
• Teachers have applied knowledge
  through experience
• But have no trust in their own
  knowledge
• Strong insecurity in transfering
  knowledge to students
Conclusion
Different concepts on the
mechanisms, principles and potential
of the Internet among teachers and students
resulting in different strategies
of Internet use.
• Teachers lack ICT knowledge
• Teachers lack organisational and
  didactical competence
• Need for redefining teacher’s role
  perception
Thanks for your attention.
 Exclusion of Internet Activities
  in Evaluation Processes
 Trust in Information
 Misjudgement of Time
 Support- and Inhibition Networks
 Loss of Control
 Teacher‘s Knowledge Gap

                 Axel Maireder, Manuel Nagl
                 Department of Communication
                 University of Vienna

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Concepts and Habits of Internet Use Among Students and Teachers in Austria

  • 1. Internet <> School Concepts and Habits of Internet Use among Students and Teachers in Austria Research: Axel Maireder, Manuel Nagl Supervision: Thomas A. Bauer Department of Communication, University of Vienna
  • 2. Research Questions • Terms, forms and consequences of Internet use in schools • Impact of the school on Internet practices of students (& teachers)
  • 3. Method • Exploratory Study • Group Interviews – 47 teachers – 117 students (aged 13 - 17) – 10 Austrian schools • Grounded Theory oriented analysis and generating of hypothesis
  • 4. Results • Valuation of the Internet by Students and Teachers • Internet Practices of Students: – Information Research & Evaluation – Social Communication – Entertainment • Internet Practices of Teachers in School Contexts • Competences of Students and Teachers • Thesis on particular social phenomena in the area of Internet and school
  • 6. • Internet activities are hardly ever rated by teachers • No impact of evaluation on school reports
  • 7. • As long as information works in tasks, it is ‘good’ information. • As ‘everything‘ seems to work, almost all the information is assessed as ‚good‘. • Students learn that the quality of information is not ‘that’ important.
  • 8. Content follows form: Less effort is put into information research & evaluation compared to the appearance of assignments.
  • 9. „Wenn die Schüler Hund eingeben [in Google] und auf Hund kommen, dann drucken sie sich die Seite aus. Aber sie haben nichts anderes gelernt als das Wort Hund.“ “If the students type ‚dog‘ [into Google] and come to a dog page, they print the page. But they have not learned anything else than the Word ‚dog‘.”
  • 11. • Teachers put trust in information originating from institutional contexts. • Students put trust in the ‚Wisdom of the Crowds‘
  • 12. „Ja, aber wenn zehn Leute sagen sie [eine bestimmte Felswand] ist 200 Meter hoch und zwei Leute sagen, sie ist zwei Meter hoch, dann glaub ich den zehn Leuten.“ “Yes, but if ten people say it [a particular rock wall] is 200 meter high and two people say it is two meter high, I believe the ten people.“
  • 13. „Wenn es in Google vorne ist, muss es ja praktisch stimmen.“ „If it‘s ahead on Google, it virtually must be right“
  • 15. Students lose track of time due to distraction: > Longer internet use > Signs of Fatigue
  • 16. „Es ist schon nervig, wenn dauernd wer was will. Ich will immer die Hausübung machen, dann schreibt wer auf MSN, dann leuchtet‘s und ich muss zurück schreiben - dann bin ich wieder bei der Deutsch Hausübung. Dann kommt eine Nachricht, dann leuchtet‘s wieder und dann habe ich keine Deutsch Hausübung.“ „It is quite annoying if there is always someone who wants something. I always want to do my homework, then someone writes on MSN, the light flashes and I have to write back - Then I am working on my German homework again. Then a message comes in, it flashes again. And finally I don‘t have a German homework“
  • 17. Students do not assess internet activities as ‚spare time‘!
  • 18. • Misjudgement of gross-time as net-time • Loss of motivation to work on
  • 20. • Students are using online-networks for doing homework. • Through permanent information transfer they know the ‘task-status’ of their classmates. • Need for finishing homework becomes lower if ‘task-status’ is ‘not finished’.
  • 21. „Wenn die anderen nix lernen, muss ich auch noch nicht. Zum Beispiel man fragt: ‚Hast du die Hausübung schon?‘ - ‚Nein, kenn mich nicht aus‘ - O.K, dann mach ich sie auch nicht und schreib sie ab.“ „If the other‘s still don‘t learn, I don‘t have to. So I ask: ‘Have you done the homework yet?’ - ‘No, I don‘t know what‘s it about’ - Okay, thus I don‘t do it either and I transcribe it from someone else“
  • 22. • Students establish consensus of passivity • Inhibition of task-related processes
  • 24. Teachers feel a loss of control on different levels: • Technique • Student’s Attention • Knowledge Transfer
  • 25. • Loss of control is associated with loss of authority • Fear of losing control becomes even stronger
  • 27. • Awareness of relevance of ICT- knowledge • But lack of practical knowledge in didactics
  • 28. • Teachers have applied knowledge through experience • But have no trust in their own knowledge • Strong insecurity in transfering knowledge to students
  • 30. Different concepts on the mechanisms, principles and potential of the Internet among teachers and students resulting in different strategies of Internet use.
  • 31. • Teachers lack ICT knowledge • Teachers lack organisational and didactical competence • Need for redefining teacher’s role perception
  • 32. Thanks for your attention.  Exclusion of Internet Activities in Evaluation Processes  Trust in Information  Misjudgement of Time  Support- and Inhibition Networks  Loss of Control  Teacher‘s Knowledge Gap Axel Maireder, Manuel Nagl Department of Communication University of Vienna