Previous governmental funding programs have not been able to substantially enable the sustainable integration of digital technology in German schools, a phenomenon starkly evident in international comparisons. This situation is often attributed to a lack of technology acceptance, particularly among teachers; however, this paper argues that a culturally rooted scepticism toward technology and data aggregation provides a more compelling explanation.
Am vergangenen Mittwoch hatte die LearningLab Arbeitsgruppe Bildungstechnologien um Dr. Miriam Mulders, Kristian Träg und Dominik Evangelou die Gelegenheit, im Rahmen der 89. Jahrestagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) erste Ergebnisse aus ihrem Projekt VR-Hybrid vorzustellen.
