The society is situated in a digital transformation process. Every social domain changes. There is a digital culture which describes the shift from a printed book towards the connected digital terminal device. Even the institution \u201cschool\u201d has to be open towards this change. One major step appears to be the strategic paper \u201cBildung in der digitalen Welt\u201d from the Kultusministerkonferenz 2017. Within the paper the major fields of action towards a digital change are determined and the educational challenge is extended by the \u201cKompetenzen in der digitalen Welt\u201d.<\/p>\n
The so called SAMR-Model represents an appropriate implementation- and reflectiontool for the utilization of digital media. This utilization can be structured into four levels. The two lower segments (substitution and augmentation) assign an alternative or improving function to the analog learning tool, how digital media can be used. The main goal of the model is to redesign learning with newly acquired digital possibilities. Since the model was invented in the US, no direct references towards the strategic paper of the Kultusministerkonferenz nor towards the educational standards of geography can be made.<\/p>\n
This academic paper connects those references. The main goal is, based on the foundation of the SAMR-Model, to develop a concept of action for geography teachers. This reveals not only how to support digital competences for learners but also how to support competences regarding the digital world.<\/p>","protected":false},"excerpt":{"rendered":"
The society is situated in a digital transformation process. Every social domain changes. There is a digital culture which describes the shift from a printed book towards the connected digital terminal device. Even the institution \u201cschool\u201d has to be open towards this change. One major step appears to be the strategic paper \u201cBildung in der digitalen Welt\u201d from the Kultusministerkonferenz 2017. Within the paper the major fields of action towards a digital change are determined and the educational challenge is extended by the \u201cKompetenzen in der digitalen Welt\u201d.<\/p>\n
The so called SAMR-Model represents an appropriate implementation- and reflectiontool for the utilization of digital media. This utilization can be structured into four levels. The two lower segments (substitution and augmentation) assign an alternative or improving function to the analog learning tool, how digital media can be used. The main goal of the model is to redesign learning with newly acquired digital possibilities. Since the model was invented in the US, no direct references towards the strategic paper of the Kultusministerkonferenz nor towards the educational standards of geography can be made.<\/p>\n
This academic paper connects those references. The main goal is, based on the foundation of the SAMR-Model, to develop a concept of action for geography teachers. This reveals not only how to support digital competences for learners but also how to support competences regarding the digital world.<\/p>\n","protected":false},"featured_media":74074,"template":"","meta":{"_acf_changed":false},"product_brand":[],"product_cat":[6166],"product_tag":[6368],"class_list":{"0":"post-73936","1":"product","2":"type-product","3":"status-publish","4":"has-post-thumbnail","6":"product_cat-sozialwissenschaften-web-kategorie","7":"product_tag-geographiedidaktik-geographieunterricht-medienbildung-digitale-bildung","8":"autor-theo-lorenz","9":"reihe-potsdamer-geographische-praxis","11":"first","12":"instock","13":"shipping-taxable","14":"purchasable","15":"product-type-simple"},"acf":[],"yoast_head":"\n