Diskussionsrunde: Digitalisierung der Schule
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C1.1 · 23 of 34
Hören: Diskussionsrunde
Lesson · 3 rules · about 3 min
Gib eine Podiumsdiskussion fair wieder: Erfasse jede Position zusammen mit der Bedingung oder dem Zugeständnis, das sie einschränkt.
- 1Position + Bedingung
- 2Die Verben der Diskussion markieren die Züge
- 3Die Einigkeit ist der letzte Zug
Why this matters
Eine Podiumsdiskussion über digitale Schulen, einmal gehört: zwei Positionen (Herr Lang: Tablets könnten den Unterricht bereichern, vorausgesetzt, die Lehrkräfte sind geschult, also sofern; Frau Roth: Die Konzentration leidet, und das Lesen am Bildschirm ist oberflächlicher), auf jeder Seite ein Einwand und ein Zugeständnis, ein Moderator, der mit einer Zusammenfassung in indirekter Rede schließt, und ein Punkt, in dem man sich einig ist. Bei einer Podiums- oder Radiodiskussion kommt es darauf an, jede Position samt ihrer Bedingung oder Einschränkung festzuhalten: „sofern die Lehrkräfte geschult seien“ gehört zu Langs Ansicht, und wer diese Bedingung überhört, gibt ihn falsch wieder. Ebenso wichtig ist es, die Formen der indirekten Rede (Konjunktiv I, die Form für wiedergegebene Aussagen) zu erkennen, mit denen der Moderator zusammenfasst. Achte auf die Verben der Diskussion: argumentieren, dagegenhalten (widersprechen), einwenden (einen Einwand vorbringen), einräumen (zugestehen), sich einig sein.
Translation
Presenter: Welcome to our panel discussion. Today's topic is the digitalisation of schools – specifically the question of whether every child should get a tablet. Mr Lang, you head a grammar school that has been working with tablets for three years. What is your verdict? Mr Lang: Mostly positive, but with one important reservation. Tablets can enrich lessons – pupils research on their own, work on texts together, get immediate feedback. That only works, however, provided the teachers are well trained. A device does not replace teaching method. In the first year we made the mistake of handing out the technology and hoping the rest would take care of itself. It didn't. Presenter: Ms Roth, you are a learning psychologist and have published several studies on this topic. Do you share this optimism? Ms Roth: Only partly. I don't deny that there are successful examples. But the data show something else: pupils' concentration suffers from constant distraction. Anyone who has a device in front of them that also runs games and messages switches applications every few minutes on average – even when the school actually forbids it. I concede that this can be limited with strict settings; in practice, though, that rarely happens. Mr Lang: I have to object that these studies mostly examine schools that started without a concept. At our school the devices are locked during lessons, except for the applications the teacher releases. Since then we no longer have the problem. Ms Roth: That may succeed at your school, especially since you evidently have the resources for it. At most schools, however, the staff to maintain such systems is lacking. And a second point: reading on a screen is, from all we know, more superficial than reading on paper. For longer texts I stick to the book. Presenter: Is there anything you agree on? Mr Lang: I think so. Technology alone does not guarantee good teaching. What remains decisive is how it is used. Ms Roth: I agree with that. Without a pedagogical concept a tablet is just an expensive toy. Presenter: Then let me summarise. Mr Lang argues that tablets could enrich lessons provided the teachers are well trained. Ms Roth counters that pupils' concentration suffers from constant distraction and argues for paper for longer texts. Both agree that it does not work without a pedagogical concept. Many thanks to you both – we continue the discussion after the break with questions from the audience.
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Exercise
Hören: Diskussionsrunde · C1.1
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