Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education The Hamburg Netbook Project and

Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia MüllerUniversity of Hamburg, GermanyDepartment of Education, Media Education

The Hamburg Netbook Project and its Evaluation by the University of Hamburg

Individualized Education with Netbooks in Secondary Schools

SITE 2011 – March 8th, 2011


Contents of the Presentation

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1) Individualized Education – Hamburg’s School System

2) The Hamburg Netbook Project

3) Research Design

4) Main Results Attitudes and Motivation Concepts of Individualized Education Mobile Usage of Netbooks Success Criteria

5) Implications for School Practice


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• Individualization in school: – No consistent and explicit use of terms– Focus on the individual learner and the learner´s prerequisites– Paradies/Linser 2001, von der Groeben 2008, Meyer 2004

• Hamburg´s school system: – Broad educational reform– From 3-tier to 2-tier school system– More heterogeneity → more individualized education– Behörde für Schule und Berufsbildung 2009

• ICT: – Small, inexpensive, mobile computers: netbooks– Special potential to assist personalized teaching– Schaumburg et al. 2007

Individualized Education A Challenge to Hamburg´s School System


Concept of the Hamburg Netbook Project

• 500 netbooks – 15 secondary schools – 26 classes

• Objective: Increasing the individualization of learning processes

• Great variety within the project:– Grades 6 to 13– Different subjects– 10 to 82 netbooks per school– Pool-solution and personal computers

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3) Research Design




Research Design of the Scientific Evaluation

Research Question: How is individualized learning with netbooks

implemented in class methodologically?

Aims of the Evaluation Study: Identifying criteria of success for applying netbooks in

class and for supporting individualization

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Methodological DesignOverview of the Evaluation Process

School Year 2009/2010

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3) Research Design




Positive Attitudes and Motivation

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At the beginning 92% of the pupils claimed to look forward to working with the netbooks in class. At the end 80% would like to continue.

Teachers reported that the integration of the netbooks had an enduring (rather) positive influence on pupils´ motivation (37 out of 38 teachers)

Parents´ behavior was unobtrusive and approving.


Different Concepts of Individualized EducationUse of Netbooks Supports Individualized Learning and Personalized Teaching

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Pupils (n=187): 2/3 indicated, that their individual learning abilities were considered (rather) more in netbook-lessons.

Teachers (n=38): Nobody mentioned (rather) inhibiting impacts on internal differentiation and individualized learning.


Different Concepts of Individualized EducationDifferent Ranges of Individualization in Netbook Classes

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a) Diagnostic analysing of learners´ knowledge and competencies• E.g. using online diagnostic tools from educational publishers

b) Using netbooks to support internal differentiation• Employing a variety of learning forms, adapting them to the pupils´ individual

preconditions; e.g. working with checklists

c) Reflecting and evaluating lessons and learning results• E.g. working with the online learning platform Moodle to be in contact even beyond

the classroom situation, to give timely feedback on homework, to summarize a teaching unit by creating a wiki

Mobile Usage of Netbooks

Lessons with netbooks – pupils´ statements (n=366): • Changed or flexibly handled seating arrangements -> confirmed by 43,8%• More lessons/learning outside the class room -> confirmed by 35,2%• More lessons/learning outside the school building -> confirmed by 21,8%

Advantages of netbooks compared to working in computer rooms, with desktop PCs, or with notebooks:• Small size, less weight, long battery life• Flexible learning spaces and times

Difficulties/Challenges: • Technical obstacles, e.g. no wireless Internet connection• Teachers´ concepts and ideas regarding mobile usage need to be enhanced.

12Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia MüllerUniversity of Hamburg, GermanyDepartment of Education, Media Education

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Model of the Success Criteria for Individualized Education with Netbooks


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Following Petko, Mitzlaff, Knüsel 2007


Implications for School Practice

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Many successful examples of individualized education with netbooks were documented.→ Using netbooks to increase the individualization of teaching has to be conceived as a long-term task.

Limited mobile usage→ The development of appropriate teaching concepts has to be continued.

Diagnostic analysis and evaluation of learning outcomes → Software development and cooperation agreements are necessary.

Exchange between the teachers and matched teacher training were limited due to the diversity of the various concepts. → More homogeneity within a project/a school

References

• Behörde für Schule und Berufsbildung (Ed.) (2009). Hamburger Bildungsoffensive. Rahmenkonzepte für Primarschule, Stadtteilschule und das sechsstufige Gymnasium.

• von der Groeben, A. (2008). Verschiedenheit nutzen. Besser lernen in heterogenen Gruppen. Berlin: Cornelsen Verlag.• Meyer, H. (2004). Was ist guter Unterricht? Berlin: Cornelsen Verlag. • Müller, L.; Kammerl, R. (2010). Wissenschaftliche Begleitung des Hamburger Netbook-Projekts. In Behörde für Schule

und Berufsbildung (Ed.), Hamburger Netbook-Projekt. Sekundarstufen-Schulen. URL: http://www.hamburg.de/hamburger-netbook-projekt

• Paradies, L.; Linser, H.-J. (2001). Differenzieren im Unterricht. Berlin: Cornelsen Verlag. • Petko, D.; Mitzlaff, H.; Knüsel, D. (2007). ICT in Primarschulen. Expertise und Forschungsübersicht. Goldau. URL:

http://www.schwyz.phz.ch/fileadmin/media/schwyz.phz.ch/forschung/IMS_2007_ICT_in_Primarschulen_Expertise.pdf• Riedl, A. (2008). Innere Differenzierung – Herausforderungen für modernen Unterricht. In Staatliche Technische Uraler

Universität – USTU-UPI (Ed.), Wirtschaft und Linguistik: Wege einer Wechselwirkung. Eine Sammlung von Materialien einer internationalen wissenschaftlich-praktischen Konferenz von Studierenden und Doktoranden. Föderale Ausbildungsagentur. Jekaterinburg (pp. 122-128).

• Saalfrank, W.-T. (2008). Differenzierung. In Kiel, E. (Ed.), Unterricht sehen, analysieren, gestalten. Bad Heilbrunn: Julius Klinkhardt Verlag (pp. 65-95).

• Schaumburg, H.; Prasse, D.; Tschackert, K.; Blömeke, S. (2007). Lernen in Notebook-Klassen. Endbericht zur Evaluation des Projekts „1000mal1000: Notebooks im Schulranzen“. Analysen und Ergebnisse. URL: http://www.schulen-ans-netz.de/uploads/tx_templavoila/n21evaluationsbericht.pdf


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Thank you for your attention!


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Lucia Müller and Rudolf Kammerl

University of HamburgVon-Melle-Park 820146 HamburgGermany

Tel.: 0049-(0)40-42838-7593Email: [email protected] [email protected] Web: http://www.epb.uni-hamburg.de/de/forschung/projekte/3904

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Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education The Hamburg Netbook Project and