Teachers become “internet experts

Teachers become 'internet experts

In order for teachers to be able to explain the world of the internet to children, they must first understand it themselves. That’s why there was a training session at the rodachtal elementary school that showed 21 teachers how simple it can be in practice and how versatile it is in application.

“As the only school in the kronach district that cooperates with the “knowledge factory”, we are proud to be able to offer such a training course.” principal annegret hummrich-korm didn’t miss a beat that afternoon, tried out many things herself, looked over the shoulders of others with curiosity. Six individual modules were offered by instructor olivera haas, which could be worked through. But first, everyone played the role of “internet savvy” together and staged a role play with cardboard models. It was a very simple way to understand how the internet works.

That the melody of “hanschen klein could also be any swarm of bees, principal karin hader was not at all surprised. They had succeeded in developing the minicomputer “calliope” to program it so that it would execute the steps and actually play the song.

But the beginning of computer information technology was more or less with adam and eva. The participants learned to blink an alphabet, morse code, how the casar lock works or made a phone call with the can phone. Rector annegret hummrich was also fascinated by the possibilities opened up by the creation of a barcode. "This could be used, for example, for a vacation greeting or a christmas card. Or for a scavenger hunt in the school."

The uses of the different modules were as varied as the workshop itself. Olivera haas: "in science, you could build a ‘hot wire’ and program the ‘calliope’ to play the song of death when you touch the wire. Afterwards you could write a description of the process in german language."

Don’t "talk" the teachers to death with theory, that was the goal of the trainer. "They should try out, understand and find solutions themselves. This is the only way they can pass on this knowledge to the children." And there are already concrete approaches here, agree karin hader and annegret hummrich-korm. "We can start teaching children how the internet is structured in a playful way from the first grade onwards. Later we can also form working groups and go into depth."

In order to implement all this in the classroom, however, the teachers themselves still have to do their homework. "You have to work on that at home, you have to deal with it. This is the normal preparation for lessons as usual. We have received brief insights and the motivation today. Now we have to make something of it." A concept will be created to integrate this knowledge into the lessons.

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