Education and digital transformation
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Content of this page
Digital transformation is shaping all areas of life, posing new challenges for science, society and the educational system alike. Research into digital transformation in the educational context is a strategic focus of PH Zurich.
The spotlight lays on the question of how digital transformation affects education, teaching and learning, and how digital developments can be shaped in the educational context. PH Zurich is thus contributing to the research activities it is undertaking together with the University of Zurich (UZH), Zurich University of Applied Sciences (ZHAW) and Zurich University of the Arts (ZHdK) as part of the Digitization Initiative of the Zurich Higher Education Institutions (DIZH).
These research activities are driven by the Centre for Education and Digital Transformation, whose members have a high level of expertise in the challenges and opportunities presented by digital transformation in education.
Events
Education and digitalisation
Past events
Disinformation and Media Literacy: Understanding Disinformation – Combating Manipulation through Reading Skills and Media Literacy (5 May 2026)
What role do educational institutions play at a time when disinformation is spreading rapidly and public debates are becoming increasingly polarised? Maik Philipp and Barbara Getto (both from the Zurich University of Teacher Education) discussed how disinformation arises and how educational institutions can counter it in an informed and reflective manner. Michael Geiss chaired the panel discussion on the role of literacy and media literacy in critical thinking.
Panellists:
- Maik Philipp, PHZH, is a professor of German language teaching and focuses on how people use texts as a means of learning and teaching – particularly in an age of increasing digitalisation of everyday life. He is also the author of the book “Disinformation? Clear Answers First-hand.”
- Barbara Getto, of the Zurich University of Teacher Education (PH Zürich), is a professor of media education at the Centre for Education and Digital Transformation. Her research focuses on media education, digital transformation in education, and organisational development in educational institutions.
Moderation:
- Michael Geiss, PHZH, is Head of the Research Centre for Education and Digital Transformation and a Professor of Educational Science. His research focuses on the role of education policy and public administration in digital transformation.
This panel discussion took place online via Teams on Tuesday 5 May 2026 from 4.30 pm to 5.45 pm as part of the “Education and Digitalisation” series of events. Organised by the Centre for Education and Digital Transformation, the series of events examines how research and practice are harnessing the opportunities offered by digitalisation in the education sector, whilst also highlighting the challenges that arise.
The Future of Programming Education (9 December 2025)
As AI reshapes coding and digital skills, educators face a key question: How can education empower learners to think critically, create, and adapt in an AI-driven world? This international online panel brought together experts from research, practice, and industry to discuss how programming education is evolving – from programming to computational thinking, problem-solving, and AI literacy.
Panelists:
- Chronis Kynigos, Professor and Director of the Educational Technology Lab, National and Kapodistrian University of Athens, Greece
- Justin Edwards, Director of Learning Experiences, Minecraft, Seattle, USA
- Eva Marinus, Professor and Head of the Research Chair in Computer Science Education, PH Schwyz, Switzerland
The event took place on Tuesday, 9 December 2025 as part of the series Education and Digitalisation, which is run by the Centre for Education and Digital Transformation, Zurich University of Teacher Education. It was organized by Bernadette Spieler (PHZH), who also chaired the discussion, with Tobias Röhl (PHZH) moderating the online questions.
Adaptive Teaching with Digital Media: Research and Practice Addressing Classroom Heterogeneity (7 May 2025)
Teachers face the challenge of increasingly heterogeneous school classes. Adaptive teaching, supported by digital media, offers innovative opportunities to support learners individually. Experts from research and practice demonstrated in this online event how this approach can succeed.
Andreas Lachner (University of Tübingen) explained the central elements of adaptive teaching and presented research findings on its effects on students’ learning performance. Christine Plicht (Minna-Specht Comprehensive School Reutlingen) presented illustrative teaching examples that follow adaptive concepts and were implemented with digital media. She also highlighted the potentials and challenges that arise in the planning and execution of such teaching units. Subsequently, the speakers discussed how adaptive teaching with digital media can be successfully implemented in everyday school life and where possible limitations may be found.
Speakers: Andreas Lachner, Christine Plicht. Moderation: Leonie Sibley, Tobias Röhl.
Tiktok narratives – historical-political education in the digital space (24 October 2024)
How is history told and negotiated outside and within social media and what does this mean for public education? This panel discussion addressed these questions.
In this online event, Michael Geiss discussed with researcher Alexandra Krebs and Tiktok experts Susanne Siegert and Marcus Bösch. Alexandra Krebs is currently researching how young people deal with historical narratives in the digital space. Susanne Siegert is involved in Holocaust education and remembrance work on social media, including on Tiktok and Instagram under “keine.erinnerungskultur”. Marcus Bösch is known for his newsletter “Understanding Tiktok”. Together they discussed the question of how history and politics are negotiated outside and within social media and what this means for public education.
Speakers: Michael Geiss, Alexandra Krebs, Susanne Siegert, Marcus Bösch
Uneducated edtech? The risks and opportunities of educational technologies and AI (23 April 2024)
In a podium discussion, participants looked at educational technologies from different perspectives. They discussed the benefits and risks of educational technologies and talked about the kinds of ethical issues that such developments in learning, teaching and training bring with them.
Podium participants:
- Adrienne Wiliams, Distributed AI Research Institute (DAIR)
- Sigrid Hartong, Helmut Schmidt University
- Jessica Dehler, Head of the Centre for Learning Sciences at EPFL
Presenter: Tobias Röhl, PH Zurich
Research focuses and projects
Digital transformation in the educational setting is being studied at PH Zurich in terms of three thematic research fields: Education and Digital Society, Digital Learning and Teaching, and Computing Skills in Education.
The Education and Digital Society research field focuses on the political and strategic dimensions of digital transformation in education. The Digital Learning and Teaching research field looks at the challenges of pedagogical and didactical self-conception as a result of the increased use of digital technologies in education. The Computing Skills in Education research field focuses on IT education as a transdisciplinary cultural technique, and examines the social significance and further development of computer science education.
Education and digital society
Digital transformation is changing social structures so fundamentally that there is increasing talk of a “digital society”. The research focus examines which structural changes in the educational system co-occur with digital transformation. At the fore is the question of how educational institutions respond to the new opportunities and challenges.
Projects in progress
Completed projects
Digital learning and teaching
Digital transformation requires and enables new (subject-specific) teaching approaches in schools, universities and adult education. The digital learning and teaching research focus studies the opportunities created by new learning environments and their effects on educational settings. These include questions on the use of digital media in teaching and learning processes, on the teaching of media pedagogy skills in continuing education and training, or on the use of artificial intelligence to promote learning processes.
Projects in progress
Completed projects
Computing skills in education
The focus of this research area is the development of IT skills in primary and secondary education, and in teacher training. This includes the subject-specific and subject-didactic analysis of computer science content as well as the development and evaluation of teaching materials, concepts and methods.
Projects in progress
Completed projects
Other completed projects
Digital Education for Equity in Primary Schools (DEEP)
The DEEP consortium aims to clarify the foundations, challenges, and consequences of digital learning and teaching for Swiss primary schools. The aim is to contribute to an equitable and sustainable digital transformation of Swiss primary education. Supported by the Jacobs Foundation, DEEP brings together seven higher education institutions that reflect the institutional, disciplinary, methodological, and geographical diversity of Swiss educational research.
Publications
2025
Bosche, Anne and Michael Geiss (2025) Funding Educational Media: Public Finance and the Introduction of Audio-Visual Teaching Aids in Zurich, 1960–1990.
Paedagogica Historica 61(5): 698–717.
Boyer, Claudine, Tobias Berner and Thomas Schmalfeldt (2025) Entwicklung eines Lehrkräfte-Dashboards für ein sicheres und schulgerechtes soziales Netzwerk: Ein partizipativer, nutzungsorientierter Entwicklungsprozess.
In: DELFI 2025, hrsg. v. Veit Köppen und Sven Strickroth, Lecture Notes in Informatics (LNI), 157–69. Bonn: Gesellschaft für Informatik.
Geiss, Michael (2025) Special Tools: Educational Technologies for Children and Adults with Disabilities in Switzerland, 1970s to 1990s.
Nordic Journal of Educational History 12(2): 113–35.
Getto, Barbara (2025) Hochschullehre im Kontext der Digitalisierung.
In: Praxishandbuch Hochschullehre II: Bewertung, Digitalisierung und Barrierefreiheit, hrsg. v. Nerea Vöing, 395–410. Bielefeld: Transcript Verlag.
Horvath, Kenneth, Andrea Isabel Frei und Mario Steinberg (2025) How Do Problematisations “Materialise”? A Neopragmatic Perspective on the (In-)Visibilisation of Justice Concerns in AIED.
British Journal of Sociology of Education: 1–20.
Legentilhomme, Geoffroy und Matthieu Leimgruber (2025) The golden layer: the origins, concentration, and transmission of top wealth in Zurich, 1880–1952.
Economic History Review, 1–26.
Pallaver, Günther, Klaus Rummler, Petra Missomelius, Valentin Dander and Oliver Leistert (2025) Streifzüge an den Nahtstellen von Medien, Bildung und Philosophie.
Innsbruck University Press.
Röhlke, Leo, Jessica M. E. Herzing, Andrés Gomensoro and Dominique Krebs-Oesch (2025) ICT interest and self-concept as determinants of Swiss adolescents’ vocational choices.
Empirical Research in Vocational Education and Training 17(24).
Russ, Heike, Leonie Sibley, Salome Flegr, Jochen Kuhn, Vincent Hoogerheide, Katharina Scheiter and Andreas Lachner (2025) Does Distributing Non-Interactive Teaching Contribute to Learning? Students’ Academic Self-Concept and Work Ethic Matter.
Learning and Individual Differences 120: 102687.
Schnyder, Sarah, Josua Dubach, Lucas Dall’Olio, Sebastian Tempelmann, Trix Cacchione and Corinna S. Martarelli (2025) Are Primary Schools Ready for Immersive Virtual Reality? Resistance Among Stakeholders.
Humanities and Social Sciences Communications 12: 1304.
Bernadette Spieler, Melanie Kieber, Julia Lanz, Harald Burgsteiner, Sandra Tomeschek, Martin Kandlhofer, Luciana Ayciriex, Karl Kruusamae (2025) Constructionism as a Key to Interdisciplinary Competences: Combining Computational Thinking, Entrepreneurship, and Green Skills.
Constructionism Conference Proceedings, 8, 249–260.
Larissa Meyer-Baron, Janine Truetsch, Bernadette Spieler (2025) From Play to Code: Preparing Young Learners for Coding with an Unplugged Board Game.
Grade 4. Constructionism Conference Proceedings, 8, 595–596.
Manuela Dahinden, Yvonne Steinbach, Caroline Weckerle, Bernadette Spieler (2025) Nature-based Constructionism: Using Digital Storytelling to Increase Computational Skills and Plant Awareness.
Constructionism Conference Proceedings, 8, 539–542.
Mirek Hančl, Bernadette Spieler (2025) IXME: Informatics by Maker Education: A Teacher Training Course on Maker Education in Informatics.
Constructionism Conference Proceedings, 8, 527–529.
Bernadette Spieler, Carina Girvan (2025) The PECC Framework: Promoting Gender Sensitivity and Gender Equality in Computer Science Education.
Computers, 14(7), 249.
Leonie Sibley and Ulrike Franke (2025) Digitale Medien zur Förderung der (Medien-)Kompetenzen von Schülerinnen und Schülern im Unterricht.
In: Studienbuch Bildungswissenschaften 2, 1. Auflage, hrsg. von Marcus Syring, Thorsten Bohl, Alexander Gröschner und Annette Scheunpflug, 109–31. Bad Heilbrunn: Verlag Julius Klinkhardt.
2024
Martínez-Moreno, J., and Petko, D. (2024) What motivates future teachers? The influence of Artificial Intelligence on student teachers’ career choice.
Computers and Education: Artificial Intelligence, 7, 100296.
Krebs, Alexandra Katharina (2024) Geschichten im digitalen Raum: Historisches Lernen in der “App in die Geschichte”.
Band 7 der Reihe Medien der Geschichte. Oldenbourg: De Gruyter.
Meyer-Baron, Larissa, Adrian Degonda, Bernadette Spieler and Thomas Schmalfeldt (2024) Vergleich der Informatikausbildung für angehende Primar- und Sekundarlehrpersonen an Deutschschweizer Pädagogischen Hochschulen.
Zurich: Pädagogische Hochschule Zürich
Spieler, Bernadette; Schifferle, Tobias M and Dahinden, Manuela (2024) Making im Unterricht. Erfahrungen von Lehrpersonen aus dem Design-Based-Research-Projekt.
MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 56: 331–63 (Making & more).
Spieler, Bernadette (2024) Die Zukunft gestalten: Warum Maker Education in der Informatik unverzichtbar ist.
!NTERFACE: SV!A, SS!E, SS!I.
Bernadette Spieler, Manuela Dahinden, Klaus Rummler and Tobias M. Schifferle (Hrsg) (2024) Making & more: gemeinsam Lernen gestalten.
In: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Heft 56.
Geiss, Michael and Tobias Röhl (2024) Working at the Frontier: Swiss Educational Information and Communication Technology Coordinators as Mediators and Intermediaries of the Digital Transformation.
Research in Education.
Spieler, B., Gursch, S., Krnjic, V., Horneck, K., & Slany, W. (2024) Designing, Coding and Embroidering: A Workflow for Gender-Sensitive and Interdisciplinary Teaching.
International Journal of Emerging Technologies in Learning (iJET), 19(06), pp. 79–104.
Babazadeh, M., Degonda, A., Spieler, B., & Botturi, L. (2024) From consoles to classrooms: Preliminary insights about pre-service teachers and video games.
In: P. Kommers & A. J. Mendes (Eds.), Proceedings of the 17th European Conference on Games Based Learning (pp. 79–88).
Spieler, B., & Schifferle, T. M. (2024) Making at School: Experiences from the Design-Based Research Project.
Proceedings of Constructionism & FabLearn 2024 (p. 338). Carnegie Mellon University.
Axelsson, Charlotte, and Barbara Getto (2024) Kulturen des Wandels.
In: Bildung, Praxistransfer und Kooperation, hrsg. von Charlotte Axelsson, Dana Blume und Benno Volk, 21–28. Bielefeld: transcript Verlag.
Backfisch, Iris, Leonie Sibley, Andreas Lachner, Kenneth Tulku Kirchner, Christoff Hische and Katharina Scheiter (2024) Enhancing Pre-Service Teachers’ Technological Pedagogical Content Knowledge (TPACK): Utility-Value Interventions Support Knowledge Integration.
Teaching and Teacher Education 142: 1–13.
Boll, Tobias, Tobias Röhl and Daniela Schiek (2024) Re-Orientierungen in der soziologischen Methodenausbildung. Ergänzungen zu einer Debatte aus Sicht der qualitativen Sozialforschung.
Soziologie 53 (1): 46–59.
Burri, Eliane (2024) Digitale Transformation – wer gestaltet den Wandel an Schulen? Eine Fallstudie zu Akteur*innen in der digitalen Schulentwicklung.
#schuleverantworten 4 (2): 6–16.
Flury, Carmen and Michael Geiss (2024) Making a case for computer literacy: the German Informatics Society and the emerging field of computer education, late 1960s–early 1990s.
Paedagogica Historica: 1–19.
Geiss, Michael and Johannes Westberg (2024) A better use of the shoulders we stand on: meta-analyses in the history of education.
History of Education Review 53 (3): 213–27.
Geiss, Michael and Tobias Röhl (2024) Working at the Frontier: Swiss Educational Information and Communication Technology Coordinators as Mediators and Intermediaries of the Digital Transformation.
Research in Education.
Hartong, Sigrid, Michael Geiss and Tobias Röhl (2024) Intermediaries and the digital transformation of schooling: An introduction.
Research in Education 120 (1): 3–13.
Krebs, Alexandra (2024) Historische Urteilsbildung in forschend-entdeckenden Lernprozessen im digitalen Medium.
In: Urteilsbildung im Dialog. Interdisziplinäre Perspektiven urteilssensiblen Unterrichts, hrsg. v. Joe Bornträger, Peter Starke, 284–99. Frankfurt am Main: Wochenschau Verlag.
Krebs, Alexandra Katharina (2024) Geschichten im digitalen Raum: Historisches Lernen in der “App in die Geschichte”.
Band 7 der Reihe Medien der Geschichte. Oldenbourg: De Gruyter.
Lachner, Andreas, Leonie Sibley and Salome Wagner (2024) Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence.
Educational Psychology Review 36: 1–22.
Martínez-Moreno, J., and Petko, D. (2024) What motivates future teachers? The influence of Artificial Intelligence on student teachers’ career choice.
Computers and Education: Artificial Intelligence, 7, 100296.
Petri, Pascale Stephanie, René Krempkow, Martin Ebner and Barbara Getto (2024) Digitale Kompetenzen – Zur Rolle dieser “Future Skills” im Hochschulkontext: Definition und Bedeutsamkeit, Messung und Förderung.
Zeitschrift für Hochschulentwicklung 19 (1).
Röhl, Tobias (2024) When to Care: Temporal Displacements and the Expertise of Maintenance Workers in Public Transport.
Engaging Science, Technology, and Society 9 (3): 84–99.
Sibley, Leonie et al (2024) Does Technology-Based Non-Interactive Teaching Enhance Students’ Learning in the Classroom?
Computers and Education Open, 7, 1–10.
Sibley, Leonie, Andreas Lachner, Christine Plicht, Armin Fabian, Iris Backfisch, Katharina Scheiter and Thorsten Bohl (2024) Feasibility of adaptive teaching with technology: Which implementation conditions matter?
Computers & Education 219: 1–19.
Spieler, Bernadette; Schifferle, Tobias M and Dahinden, Manuela (2024) Making im Unterricht. Erfahrungen von Lehrpersonen aus dem Design-Based-Research-Projekt.
MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 56: 331–63 (Making & more).
Spieler, Bernadette (2024) Fokus auf Lösungsstrategien.
In: Wirksamer Informatikunterricht, hrsg. v. Dennis Komm, 169–80. Baltmannsweiler: Schneider Verlag Hohengehren.
Wagner, Salome, Leonie Sibley, David Weiler, Jan-Philipp Burde, Katharina Scheiter and Andreas Lachner (2024) The more, the better? Learning with feedback and instruction.
Learning and Instruction 89: 1–23.
Zellweger, Franziska and Barbara Getto (2024) Organisationales Lernen in der Krise?: Zur Wirksamkeit von Digitalisierungsstrategien von Pädagogischen Hochschulen und Fachhochschulen in der Pandemie.
In: Die “Corona-Lektionen” Pädagogischer Hochschulen: Evaluationen und Studien zur Lehre im Kontext der Corona-Pandemie, hrsg. v. Carsten Quesel und Philipp Hirsch, 179–96. Leverkusen: Verlag Barbara Budrich.
2023
Spieler, Bernadette (2023) Empfehlungen für gendersensible MINT-Angebote für Schülerinnen am Beispiel der Schweiz.
In: Teaching Gender in MINT in der Pandemie, edited by Yves Jeanrenaud, 97–128, Wiesbaden; Springer.
Frei, Andrea Isabel, Mario Steinberg and Kenneth Horvath (2023) Algorithmische Sortierungen. Eine neopragmatische Perspektive auf KI-gestützte Klassifikationen in der schulischen Bildung.
Datafizierung (in) der Bildung. Kritische Perspektiven auf digitale Vermessung in pädagogischen Kontexten (forthcoming), 131–154. Bielefeld: transcript Verlag.
Guerrero Cantarell, Rosalía and Carmen Flury (2023) Making the Computer Fit for School: Efforts to Develop a State-Mandated Educational Computer in Sweden and East Germany (1980s–1990s).
Historical Studies in Education / Revue d’histoire De l’éducation 35 (2)
Martínez-Moreno, Judit and Dominik Petko (2023) Motives for Becoming a Teacher in Times of Digital Change: Development and Validation of the (D)FIT-Choice Scale.
In: Education and Information Technologies.
Flury, Carmen and Michael Geiss (2023) How Computers Entered the Classroom, 1960–2000.
Historical Perspectives. Berlin, Boston: De Gruyter Oldenbourg.
Getto, Barbara and Michael Kerres (2023) Mediendidaktik und ihr Beitrag zu Hochschulentwicklung.
In: Hochschuldidaktik als Wissenschaft, hrsg. v. Rüdiger Rhein und Johannes Wildt, 211–26. Bielefeld: Transcript.
Grütter, Fabian (2023) The Smaky school computer. Technology and education in the ruins of Switzerland’s watch industry, 1973–1997.
Learning, Media and Technology.
Röhl, Tobias (2023) Das Ende der Hausaufgaben? Wie muss das Bildungswesen auf Chat-GPT reagieren?
Neue Zürcher Zeitung.
Röhl, Tobias and Matthias Kirchner (2023) Algorithmische Alchemie – die sozio-technische Reproduktion sozialer Ungleichheit im Bildungssystem.
Soziale Probleme 34 (2): 273–89.
Röhl, Tobias (2023) When to Care: Temporal Displacements and the Expertise of Maintenance Workers in Public Transport.
Engaging Science, Technology, and Society 9 (3): 84–99
Geiss, Michael (2023) Das Kapital der Bildung. Pädagogische Ambitionen in der Schweizer Privatwirtschaft im 20. Jahrhundert.
Zürich: Chronos.
Giessmann, Sebastian, Tobias Röhl, Ronja Trischler and Martin Zillinger (2023) Materiality of Cooperation.
Wiesbaden: Springer.
Röhl, Tobias, Johannes Breitschaft, Eliane Burri and Nicole Wespi (2023) Digital Leadership – Schulen im digitalen Wandel führen.
Bern: Hep-Verlag.
Erb, Jeannine and Michael Geiss (2023) Educational devices: debates and endeavours within the Swiss Teachers’ Association SLV, 1950–1980.
Nordic Journal of Educational History 10 (1): 3–26.
Furrer, Florian, Wolfgang Bührer, Corinne Wyss, Adrian Degonda and Jan A. Hiss (2023) Lernen mit Augmented Reality Technologie in der Hochschullehre.
MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 51: 87–113.
Guerrero Cantarell, Rosalia, Carmen Flury and Michael Geiss (2023) From Victims to Economic Assets: Training Women in an Emerging Digital Society During the Late 1970s to the Mid-1990s.
History of Media Studies 3: 1–29.
Geiss, Michael (2023) Computer education in Switzerland: politics and markets in a highly decentralized country.
In: How computers entered the classroom, 1960–2000: Historical Perspectives, hrsg. v. Carmen Flury und Michael Geiss, 147–70. Berlin: De Gruyter.
Geiss, Michael, Carmen Flury and Rosalía Guerrero (2023) Beyond the Classroom: Economic Policies and the Past Futures of Education and Training in the European Community, 1970–2000.
In: How computers entered the classroom, 1960–2000: Historical Perspectives, hrsg. v. Carmen Flury und Michael Geiss, 191–216. Berlin: De Gruyter.
Guerrero Cantarell, Rosalía (2023) Teachers Translating and Circumventing the Computer in Lower and Upper Secondary Swedish Schools in the 1970s and 1980s.
In: How Computers Entered the Classroom, 1960–2000, hrsg. v. Carmen Flury und Michael Geiss, 123–145. Berlin: De Gruyter.
Holzwarth, Peter (2023) Audiovisuelle Lebenswelten – audiovisuelle Methoden.
In: Qualitative Methoden in der Forschungspraxis. Perspektiven, Erfahrungen und Anwendungsfelder, hrsg. v. Jasmin Donlic, 205–18. Opladen: Verlag Barbara Budrich.
Steinberg, Mario and Yannick Schmid (2023) The (de)construction of the autonomous learner in a digitalized school world.
In: The Fabrication of the Autonomous Learner, hrsg. v. Judith Hangartner, Héloïse Durler, Regula Frankhauser und Crispin Girinshuti, 206–21. London: Routledge.
2022
Barbara Getto (2022) Strategie oder Mimikry? – Treiben mediendidaktische Innovationen die Hochschulentwicklung voran?
Fliegen-Balancieren-Segeln-Tuckern: Ein Dank an Geri Thomann.
Getto, Barbara (2022) Die Rolle von Strategien für die Digitalisierung an Höheren Fachschulen.
In: Höhere Fachschulen in der Schweiz. Herausforderungen und Perspektiven, hrsg. v. Dagmar Bach, Eric Haberzeth und Stefan Osbahr, Bern: hep
Getto, Barbara (2022) Hochschule nach der Pandemie: Schub für die Digitalisierung oder zurück zur Präsenz?
In: Hochschulen in der Pandemie. Impulse für eine nachhaltige Entwicklung von Studium und Lehre, hrsg. v. Holger Angenent et al, Bielefeld: Transcript, 150–162.
Getto, Barbara and Michael Kerres (2022) Mediendidaktik – Zur Bedeutung mediendidaktischer Innovationen für Hochschulentwicklung und ihre institutionelle Verortung in der Hochschule.
In: Hochschuldidaktik als Wissenschaft, hrsg. v. Rüdiger Rhein u. Johannes Wildt. Münster: Waxmann. (submitted).
Geiss, Michael (2022) Der Pakt mit dem Computer.
Geschichte der Gegenwart.
Ernst, Julian (2022) Kritik am (Un)Sichtbaren? Medienpädagogische Überlegungen zur alltäglichen Erfahrung als Ausgangspunkt der kritischen Auseinandersetzung mit Algorithmen.
In: Digitalisierte Lebenswelten – Bildungstheoretische Reflexionen, hrsg. v. Marc Fabian Buck u. Miguel Zulaica y Mugica, Stuttgart & Weimar: J.B. Metzler (in the course of publication).
Ernst, Julian (2022) Zum Verstehen algorithmischer Empfehlungen. Sozialphänomenologische Exploration der lebensweltlichen Erscheinung von Empfehlungsalgorithmen und ihrer Potenziale für Prozesse der Medienbildung.
In: Digitalisierte Lebenswelten – Bildungstheoretische Reflexionen, hrsg. v. Marc Fabian Buck u. Miguel Zulaica y Mugica, Stuttgart & Weimar: J.B. Metzler. 205–203
Ernst, Julian (2022) Digital Counter Speech and Reactance: Critical Potentials for Teaching About Racism.
In: On Education. Journal for Research and Debate 5(13).
Ernst, Julian and Hans-Joachim Roth (2022) Digitale Gegenrede und ihre Didaktisierung: Theoretische Überlegungen zur Subjektorientierung und zum kritischen Lehren und Lernen.
In: Gegenrede digital: Neue und alte Herausforderungen interkultureller Bildungsarbeit in Zeiten der Digitalisierung, hrsg. v. Julian Ernst, Michalina Trompeta und Hans-Joachim Roth, 113–139. Interkulturelle Studien. Wiesbaden: Springer Fachmedien.
Ernst, Julian, Michalina Trompeta and Hans-Joachim Roth (Hrsg.) (2022) Gegenrede digital: Neue und alte Herausforderungen interkultureller Bildungsarbeit in Zeiten der Digitalisierung.
Wiesbaden: Springer Fachmedien.
Röhl, Tobias (2022) Digital Leadership? Schulen im digitalen Wandel führen.
In: schule verantworten. führungskultur_innovation_autonomie, 1: 69–73.
Röhl, Tobias (2022) Verteilte Zurechenbarkeit: Die Bearbeitung von Störungen im Öffentlichen Verkehr.
Frankfurt: Campus.
Schmalfeldt, Thomas (2022) Design Thinking in Computer Science Education.
In: Design Thinking im Bildungsmanagement, hrsg. v. Iris Schmidberger, Sven Wippermann, Tobias Stricker und Ulrich Müller, 147–159. Wiesbaden: Springer Fachmedien Wiesbaden.
Spieler, Bernadette and Tobias M. Schifferle (2022) Maker-Education: Interdisciplinary Computer Science Activities.
In: 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2022, Vienna, Austria, September 26–28, hrsg. v. Andreas Bollin u. Gerald Futschek, 122–123. Springer.
Spieler, Bernadette, Tobias M. Schifferle and Manuela Dahinden (2022) The “Making at School” Project: Planning Interdisciplinary Activities.
In: Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education, July 8–13, Dublin, Ireland, vol. 2, 624–624. New York: ACM
Spieler, Bernadette, Tobias M. Schifferle and Manuela Dahinden (2022) Exploring Making in Schools: A Maker-Framework for Teachers in K12.
In: 6th FabLearn Europe / MakeEd Conference 2022, 1–6. Copenhagen: ACM.
Spieler, Bernadette (2022) Online-Lehre zu Zeiten von Corona: Kein Problem für die Informatik-Didaktik?
In: Online-Magazin Ludwigsburger Beiträge zur Medienpädagogik 22: 1–13.
Spieler, Bernadette (2022) Gendersensible Gestaltung eines Computational-Thinking-Kurses mithilfe des PECC-Modells.
In: Kompetenzmodelle für den Digitalen Wandel, hrsg. v. Ralf Knackstedt, Jürgen Sander, u. Jennifer Kolomitchouk, 183–201. Berlin, Heidelberg: Springer.
2021
Ernst, Julian (2021) Medienkritik zwischen Hass- und Gegenrede: Videobasierte Rekonstruktionen des medienkritischen Lernens Jugendlicher zu Hasskommentaren, Propagandavideos und Gegenbotschaften in schulischen Lernarrangements.
In: Bd. 9 Digitale Kultur und Kommunikation. Wiesbaden: Springer Fachmedien.
Flütsch Keravec, Silvana (2021) UND oder ODER? Logopädie und/oder Einsatz von technologischen Hilfsmitteln.
In: DLV-aktuell 4: 6–7.
Geiss, Michael (2021) Trade Unions, Digital Technologies and the Skill Question in Switzerland.
In: Transformationen von Arbeit, Beruf und Bildung in internationaler Betrachtung, hrsg. v. Stefanie Dernbach-Stolz, Philipp Eigenmann, Chantal Kamm u. Stefan Kessler, 79–95. Internationale Berufsbildungsforschung. Wiesbaden: Springer Fachmedien.
Geiss, Michael (2021) Gymnasiale Bildung in der digitalen Gesellschaft: Expertenbericht im Auftrag des Schweizerischen Wissenschaftsrats.
In: SWR Schrift : 27–59.
Getto, Barbara and Franziska Zellweger (2021) Entwicklung von Studium und Lehre in der Pandemie: Strategische Diskurse im Kontext der Digitalisierung.
In: Bildung in der digitalen Transformation, hrsg. v. Heinz-Werner Wollersheim, Marios Karapanos u. Norbert Pengel, 173–178. Münster: Waxmann.
Getto, Barbara (2021) Digitalisierungsstrategien: Was leisten sie für die Implementierung digitaler Hochschulbildung?
In: Handbuch Qualität in Studium, Lehre und Forschung, 77 (September), hrsg. v. Michaela Fuhrman et al., Berlin: DUZ Medienhaus.
Getto, Barbara and Franziska Zellweger (2021) Developing Digital Higher Education in the Pandemic: Proceedings of the 18th Conference on Cognition and Exploratory Learning in the Digital Age.
In: CELDA: 295–298.
Getto, Barbara and Katja Buntins (2021) Zur Bedeutung von Strategien der Digitalisierung von Studium und Lehre für die Hochschulentwicklung an deutschen Hochschulen: Nur Papiere?
In: Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung, hrsg. v. Carla Bohndick, Margret Bülow-Schramm, Daria Paul u Gabi Reinmann, 63–81. Wiesbaden: Springer Fachmedien Wiesbaden.
Rummler, Klaus (2021) Open Access Zeitschriften in den Bildungs- und Erziehungswissenschaften: Ausgewählte Aspekte zum Betrieb wissenschaftlicher Fachzeitschriften.
In: Swiss Journal of Educational Research 43 (1), 14. April 2021, 116–128.
Röhl, Tobias (2021) Automatisierte Bildung? Künstliche Intelligenz und pädagogische Profession.
In: Blog. Schulführung der PH Zürich, 30.3.2021.
Röhl, Tobias (2021) Bewertungen mobilisieren: Eine transsituative Perspektive auf organisatorische Bewertungspraktiken am Beispiel des Öffentlichen Verkehrs.
In: Organisation und Bewertung, hrsg. v. Frank Meier und Thorsten Peetz, 369–389. Wiesbaden: Springer Fachmedien.
Röhl, Tobias (2021) Taming Algorithms.
In: On Education. Journal for Research and Debate 4(2).
Röhl, Tobias, Franziska Zellweger, Gabriel Flepp and Santina Battaglia (2021) Beyond Emergency Remote Teaching: Experience and Format Preferences Between Online and On-Site Learning in Continuing Education.
In: Bulletin SGS/SSS 159 (Dezember 2021): 15–21.
Spieler, Bernadette and Vesna Krnjic (2021) Creative, Engaging and Playful Making-Activities with Smartphones and Embroidery Machines.
In: FabLearn Europe / MakeEd 2021: An International Conference on Computing, Design and Making in Education, 1–4. New York, NY, USA: Association for Computing Machinery.
Spieler, Bernadette and Göde Both (2021) Gender und Diversitäts-Aspekte in der Informatik: Beispiele aus der Hochschullehre.
In: Buzzword Digitalisierung: Relevanz von Geschlecht und Vielfalt in digitalen Gesellschaften, hrsg. v. Friderike Apelt, Jördis Grabow u. Lisbeth Suhrcke, 69–90. Opladen: Barbara Budrich.
Spieler, Bernadette (2021) Informatische Bildung: Ländervergleich: Ein Blick auf Österreich, Deutschland und die Schweiz.
In: OCG Journal: Informatik und Digitale Kompetenz 1–2: 20–23.
Flury, Carmen, Michael Geiss and Rosalía Guerrero Cantarell (2021) Building the Technological European Community Through Education: European Mobility and Training Programmes in the 1980s.
In: European Educational Research Journal 20(3) (05.2021): 348–364.
Doctoral theses
Beyond Access: A Mixed-Methods Exploration of Teachers’ Digital Educational Equity Mindset (DEEM) and its Role in Mitigating Socio-Digital Inequalities in Primary Education
Doctoral thesis by: Tobias M. Schifferle
Topic: Teachers’ digital educational equity orientation is the importance and responsibility they attach to promoting digital educational equity across six facets — a professional value stance intended to guide teachers in using digital media so that socio-digital inequalities are reduced rather than reinforced. Using a mixed-methods design, this doctoral project develops and validates an instrument, the Digital Educational Equity Measure (DEEM), to measure this orientation among primary school teachers and to examine its role in mitigating socio-digital inequalities.
Funded by: Jacobs Foundation
Supervisors: Barbara Getto (PHZH), NN (PH Karlsruhe), Leonie Sibley (PHZH)
From Partnerships to Platforms? Mapping Educational Media Governance in Switzerland, 1990–2010
Doctoral thesis by: Elisabeth Colles
Topic: This dissertation traces how private technology companies became part of educational media governance in Switzerland between 1990 and 2010, during the arrival of the internet in classrooms. It combines historical discourse analysis with the study of financial records to ask how this involvement was publicly justified and how it was actually realised. In doing so, it extends the concept of “soft privatisation” to a highly decentralised, non-EU context and asks what this earlier history reveals about today’s debates on public-private relationships in education.
Funded by: Swiss National Science Foundation (SNSF)
Supervisors: Michael Geiss (PHZH), Christian Ydesen (UZH)
Large language models as amplifiers of digital inequality? An analysis of the use of intelligent chatbots by heterogeneous groups of students in the context of text production
Doctoral thesis by: Darja Felberg
Topic: The dissertation project examines the usage practices of pupils when using large language models. The particular focus is on the influence of the social and linguistic heterogeneity of the learners.
Funded by: Digitalisation Initiative (DIZH)
Supervisors: Leonie Sibley (PHZH) and Barbara Getto (PHZH)
DEEP – Differentiated instruction: enabling equity-oriented, digitally supported, differentiated instruction in Swiss primary schools
Doctoral thesis by: Anna Janka
Topic: How do teachers address the individual needs of their pupils without increasing inequalities? This dissertation project investigates how primary school teachers design differentiated instruction and use digital technologies for this purpose. The focus is on the language and discourses with which teachers describe their role – and the conceptions of education that are expressed therein.
Funded by: Jacobs Foundation
Supervisors: Noah Bubenhofer (University of Zurich) and Tobias Röhl (PHZH)
DEEP-professionalisation: Sustainable professionalisation processes in the context of educational equity and digitalisation
Doctoral thesis by: Maria Görlich
Topic: Within the project, a measurement tool is being developed to assess primary school teachers’ competencies in the targeted support of students affected by the digital divide. The project also analyses the accompanying conditions and requirements for establishing an appropriate continuing education culture.
Funded by: Jacobs Foundation
Supervisors: Marco Kalz (PH Heidelberg), Barbara Getto (PHZH) and Leonie Sibley (PHZH)
The Perception and Interpretation of Technological Transformation and Its Meaning for Vocational Training
Doctoral thesis by: Silvano Sarno
Topic: This PhD project looks at the machine, electronics, and metall industry in Switzerland. It investigates how this industrial sector has perceived and interpretated the transformation that happened from 1971 to 1994. Further, it discusses the transformation’s meaning for vocational training. This project, which is situated in the field of history of education, mainly focuses on source work pertaining to employers’ associations.
Funded by: Private funding
Supervisors: Michael Geiss (PHZH) and Philipp Gonon (UZH)
Assistive technology – a promising option for children with dyslexia?
Doctoral thesis by: Silvana Flütsch Keravec
Topic: The research project examines how the use of speech recognition technology influences the writing performance and motivation of students with dyslexia. It also explores the difficulties that can be expected when introducing the technology in schools.
Funded by: Swiss National Science Foundation (SNSF)
Supervisors: Erich Hartmann (University of Fribourg), Hansjakob Schneider (PHZH)
The teaching profession in times of digital transformation: motives, beliefs and perceptions
Doctoral thesis by: Judit Martínez Moreno
Topic: This dissertation project investigates what motivates student teachers to choose their profession, and to what extent these motives are related to the digital transformation of education.
Funded by: PH Zurich
Supervisors: Dominik Petko (University of Zurich), Michael Geiss (PHZH)
Counting on Computers: New Information Technologies and Curricular Change in the GDR, 1960–1990
Doctoral thesis by: Carmen Flury
Topic: Introduction of computer technology and computer instruction into the education system of the GDR between 1960 and 1990.
Funded by: Swiss National Science Foundation (SNSF)
Supervisor: Michael Geiss (PHZH)
School Networks – Stakeholders and Interfaces in Digital Transformation. Networking Activities and Innovation Capacities in School Development
Doctoral thesis by: Eliane Burri
Topic: This research project identifies the stakeholders that are involved in the process of digital transformation in schools. It explores how they collaborate and interact with one another with the goal of integrating digital technologies into teaching and learning.
Supervisors: Michael Geiss (PHZH) and Katharina Maag Merki (UZH)
Education, digital transformation, and pedagogical everyday life – a multiple case study on teachers’ interpretation patterns on digital educational technologies and their effects on pedagogical situations
Doctoral thesis by: Mario Steinberg
Topic: In my doctoral thesis I explore the ways in which teachers interpret digital educational technologies in various organisational and professional contexts. In addition, I analyse how teachers integrate these technologies into pedagogical everyday life, and to knowledge systems they resort. I also look at the intentional or unintentional sorting and discrimination effects that take place in these situations.
Funded by: Swiss National Science Foundation
Supervisors: Oliver Nachtwey (Unibas), Kenneth Horvath (PHZH)
Live and Let Die. A Qualitative Exploration into the EdTech Ecosystem Through Contests and Competitions
Doctoral thesis by: Andrea Isabel Frei
Topic: This research project explores the dynamic work context of EdTech startups. It focuses on the various test situations that this ecosystem offers for the development and the use of fair and equitable digital educational technologies.
Funded by: Swiss National Science Foundation
Supervisors: Kenneth Horvath (PHZH), (tbc)