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„Digitale Bildung“ verstärkt die soziale Ungleichheit
Von vielen Experten wird behauptet, dass digitale Bildung die Kluft zwischen der bildungsfernen und bildungsnahen Gesellschaft verkleinern würde. Doch wie sind die Zusammenhänge zwischen Mediennutzung und Bildungschancen wirklich? Kla.TV beleuchtet hierzu interessante Aussagen von Wissenschaftlern und Pädagogen.
[weiterlesen]
Von vielen sogenannten Experten wird behauptet, dass digitale Bildung die Kluft zwischen der bildungsfernen und bildungsnahen Gesellschaft verkleinern würde. Aber dies ist eine inzwischen wissenschaftlich nachgewiesene Lüge. Die Zusammenhänge sind folgende: Sozial benachteiligte Kinder aus bildungsfernen Elternhäusern verfügen über mehr Unterhaltungselektronik wie Smartphones, Tablets und WiFi-Spiele als Kinder aus der bildungsnahen Gesellschaft. Untersuchungen haben gezeigt, dass Kinder mit diesen Geräten technisch gut umzugehen wissen. Sie sind dadurch jedoch keineswegs medienmündig geworden, sondern werden im Gegenteil immer abhängiger von diesen Geräten. Gerade deshalb vertiefen digitale Medien soziale Spaltungen, weil Kinder sozial benachteiligter Schichten mehr von den negativen Auswirkungen betroffen sind als Kinder aus Elternhäusern, in denen viel miteinander gesprochen, gespielt, gesungen oder gebastelt wird, in denen Sport getrieben oder Bücher gelesen werden. So sagte Prof. Paula Bleckmann bei einer Anhörung im deutschen Bundestag:
„Kinder aus benachteiligten Schichten haben um einen Faktor drei mehr Fernsehen und Faktor vier mehr Spielkonsolen im eigenen Zimmer. Dies hat dramatische, durch die Medienwirkungsforschung gut belegte Auswirkungen. Nachgewiesen ist ein erhöhtes Risiko für Verzögerungen in der Sprach- und Bewegungsentwicklung, für Übergewicht, für Schlafstörungen, für Empathie*-Verlust, also für den Verlust von Mitgefühl für andere Menschen, und für Schulversagen“.
In einem OECD- Bericht aus dem Jahr 2015 wird als Fazit formuliert: „Eine Förderung von Grundkenntnissen in Rechnen und Schreiben trägt mehr zur Angleichung von Bildungschancen bei, als die Ausweitung und Subventionierung von HighTech-Geräten und Dienstleistungen.“
Und John Vallance, Direktor der Sidney Grammar School, einer der angesehensten Privatschulen Australiens, sagte: „Qualifizierte Lehrkräfte, gut strukturierter Unterricht und traditionelle Unterrichtsmethoden helfen für besseres Lernen“.
Gute Lehrer und altbewährte Unterrichtsformen schaffen also die Voraussetzung, dass die soziale Schere nicht weiter auseinanderklafft, währenddem ein digitalisierter Unterricht das genaue Gegenteil bewirkt.
* Empathie = Mitgefühl
Sendungstext
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27.08.2018 | www.kla.tv/12924
Von vielen sogenannten Experten wird behauptet, dass digitale Bildung die Kluft zwischen der bildungsfernen und bildungsnahen Gesellschaft verkleinern würde. Aber dies ist eine inzwischen wissenschaftlich nachgewiesene Lüge. Die Zusammenhänge sind folgende: Sozial benachteiligte Kinder aus bildungsfernen Elternhäusern verfügen über mehr Unterhaltungselektronik wie Smartphones, Tablets und WiFi-Spiele als Kinder aus der bildungsnahen Gesellschaft. Untersuchungen haben gezeigt, dass Kinder mit diesen Geräten technisch gut umzugehen wissen. Sie sind dadurch jedoch keineswegs medienmündig geworden, sondern werden im Gegenteil immer abhängiger von diesen Geräten. Gerade deshalb vertiefen digitale Medien soziale Spaltungen, weil Kinder sozial benachteiligter Schichten mehr von den negativen Auswirkungen betroffen sind als Kinder aus Elternhäusern, in denen viel miteinander gesprochen, gespielt, gesungen oder gebastelt wird, in denen Sport getrieben oder Bücher gelesen werden. So sagte Prof. Paula Bleckmann bei einer Anhörung im deutschen Bundestag: „Kinder aus benachteiligten Schichten haben um einen Faktor drei mehr Fernsehen und Faktor vier mehr Spielkonsolen im eigenen Zimmer. Dies hat dramatische, durch die Medienwirkungsforschung gut belegte Auswirkungen. Nachgewiesen ist ein erhöhtes Risiko für Verzögerungen in der Sprach- und Bewegungsentwicklung, für Übergewicht, für Schlafstörungen, für Empathie*-Verlust, also für den Verlust von Mitgefühl für andere Menschen, und für Schulversagen“. In einem OECD- Bericht aus dem Jahr 2015 wird als Fazit formuliert: „Eine Förderung von Grundkenntnissen in Rechnen und Schreiben trägt mehr zur Angleichung von Bildungschancen bei, als die Ausweitung und Subventionierung von HighTech-Geräten und Dienstleistungen.“ Und John Vallance, Direktor der Sidney Grammar School, einer der angesehensten Privatschulen Australiens, sagte: „Qualifizierte Lehrkräfte, gut strukturierter Unterricht und traditionelle Unterrichtsmethoden helfen für besseres Lernen“. Gute Lehrer und altbewährte Unterrichtsformen schaffen also die Voraussetzung, dass die soziale Schere nicht weiter auseinanderklafft, währenddem ein digitalisierter Unterricht das genaue Gegenteil bewirkt. * Empathie = Mitgefühl
von lr./fh.
OECD-Bericht 2015„Students, Computers and Learning: Making the Connection “ https://www.smh.com.au/education/the-reality-is-that-technology-is-doing-more-harm-than-good-in-our-schools-says-education-chief-20160330-gnu370.html