Digitization and School Development: Results of an Interview Study for the Implementation of Digital Technologies at German Vocational Schools

Anne Wagner; Karl-Heinz Gerholz

doi:10.13152/IJRVET.13.1.2

Authors

Anne Wagner Otto-Friedrich-Universität Bamberg, Germany
Karl-Heinz Gerholz Otto-Friedrich-Universität Bamberg, Germany https://orcid.org/0000-0003-2118-4091

DOI:

https://doi.org/10.13152/IJRVET.13.1.2

Keywords:

VET in Schools, VET, Vocational Education and Training, Digitalization, Educational Innovation, Organizational Development, Technological Change

Abstract

Context: The digital transformation affects vocational schools and poses new requirements on teaching as well as on schools as an organization. For schools, the implementation of digital technologies in everyday school life is an innovation that entails a lengthy and complex process of change, since it affects a wide range of areas (e.g., teaching, teacher qualifications, technical equipment and technical support). Schools can actively shape this process as a part of school development involving the five dimensions of organizational, education, personnel, cooperation and technological development.

Approach: This interview study (n=46) looks at the school development of 16 vocational schools in one federal state in Germany to determine typical patterns of organizational design in the digitization process. This was done by a type-building content-structuring analysis. Assigning weights to each category, the differences in the schools' school development regarding the implementation of digital technologies can be observed.

Findings: Two profiles based on the five dimensions of school development were identified. Two school development dimensions seem to make the difference between the two profiles. The focus of the interviewed schools in school development is on personnel and technological development, which play a decisive role in the digitization process of schools. Both types have similarities as well as differences in the dimensions. In the area of personnel development, both profiles appear to be similarly conducive. The decisive factor is the extent to which digital technologies are used in the classroom, which is closely linked to teachers' attitudes toward digitization.

Conclusion: The outstanding importance of personnel and technological development demands investment in further qualifications for teachers on the one hand and in better IT equipment and processes on the other hand. Professional IT support that combines both perspectives thus seems essential for the future school development of German vocational schools to prepare them for the digital transformation.