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<p>Although a&#xa0;theoretical link has been established between the use of digital media and teaching quality research, empirical studies on the high-quality use of digital offerings by primary school teachers remain largely lacking. In this cross-sectional survey of 223 primary school teachers, we examined whether digital offerings are employed to implement the quality criteria of <i>cognitive activation, constructive support</i> and <i>adaptivity</i>, as well as whether there are teacher-specific or class-related differences in usage. Hierarchical cluster analyses identified three types of teachers: those with a&#xa0;‘<i>holisti</i>c’, ‘<i>selective</i>’ or <i>‘limited quality focus when using digital offerings</i>’. Teachers with a&#xa0;holistic quality focus were more likely to have at least one child in their class with special educational needs in the area of language. Implications for research and teacher education are discussed.</p>

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Unterrichtsqualität mithilfe digitaler Angebote in der Grundschule: Setzen Grundschullehrkräfte digitale Angebote im Unterricht qualitätsvoll ein?

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年4月2日

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  • Birte Oetjen,
  • Anna-Katharina Widmer,
  • Miriam Hess,
  • Vanessa Jandl,
  • Victoria Wiederseiner,
  • Sabine Martschinke

摘要

Although a theoretical link has been established between the use of digital media and teaching quality research, empirical studies on the high-quality use of digital offerings by primary school teachers remain largely lacking. In this cross-sectional survey of 223 primary school teachers, we examined whether digital offerings are employed to implement the quality criteria of cognitive activation, constructive support and adaptivity, as well as whether there are teacher-specific or class-related differences in usage. Hierarchical cluster analyses identified three types of teachers: those with a ‘holistic’, ‘selective’ or ‘limited quality focus when using digital offerings’. Teachers with a holistic quality focus were more likely to have at least one child in their class with special educational needs in the area of language. Implications for research and teacher education are discussed.