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Neue Techniken und Methoden im berufsbezogenen Unterricht in Klassen mit besonderen Bedürfnissen.
Start date: Jul 1, 2014, End date: Jun 30, 2015 PROJECT  FINISHED 

In the light of increasingly rapid development of communications technology within and outside the school sector, teachers see themselves more and more confronted with problems, particularly in those classes and/or learning groups, where special teaching requirements are required due to behavioural disorder. That is to say, these groups grow inter alia also because of their media consumption, with their learning problems into a disadvantaged situation against their classmates. It is the aim of this project to improve teaching framework and learning achievement for these groups on the basis of best-practise experience. For this, the new media and technologies should very well be meaningfully incorporated in the teaching methodology, as far as experience has been gained accordingly in target schools. At the same time this method shall contribute to the further training of senior teaching staff, who often find themselves at a loss in their dependency on these new networks and media. Furthermore, a special focus is placed on the use of ICT in vocational and communication-orientated subjects. It is intended that the positive usage of new technology and methods be studies and discussed by the head teacher and his project coordinator. For this purpose they are to participate in school teaching, job-shadowing and working sessions at the yet unidentified school in Norway. Two more department heads from the problematic school types Berufsfachschule I/II (vocational school I/II) and the Höhere Berufsfachschule (technical vocational school), as well as three teachers and leaders of conferences focussed on communication, data processing and political/industrial economics will also attend school teaching and working sessions at the two other schools. It appears conceivable and desirable that they should actively conduct lessons. Internationalised exchange of experience, pedagogic ICT appraisal and motivational techniques shall comprehensively contribute to an improved learning situation for learning groups characterised by special requirements and need for advice. These relatively compact working sessions will certainly provide for assessment and evaluation via long-distance contact, so that they could serve as an approach for planning an expanded project and research approach.

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