In conclusion, the following recommendations were able to be drawn pursuant to the project aims formulated at the start:
1. The added value which emerges through the use of "new media" in the classroom
The current discussion is somewhat ludicrous. The initial euphoria based on the fact that the simple use of computers creates greater motivation among pupils and thus leads to better results in lessons has long gone. If they are not used in a well-thought out way, pupils become rather distracted or pursue activities which are unrelated to the lesson (internet games).
For this reason, some schools want to completely avoid using the "new media" again (see forum contributions for more information about this).
The survey carried out on student teachers and teachers also shows this discrepancy with regard to the use of the "new media" in lessons. While the use of the computer as a new, important educational tool is increasingly recognised in the areas of maths, natural sciences and social sciences, a reticence and even rejection is seen in the area of languages. In addition to the fear of embarking on something new, this is also a result of the lack of a field related introduction to the didactics of media studies which include the "new media". Even the provision of useable lesson material by the publishers is not satisfactory.
Unfortunately, this also applies to the lack of provision of appropriately trained media assistants who offer support in lesson preparation.
The added value is accessed though the media competence which results from handling the "new media" and their social importance. The introduction of tablet computers and Web 2 offers further new opportunities for lessons which extend beyond the computer's purely instrumental character. The added value for pupils results from the development of an individual learning environment and working with social networks.
2. Hardware and software equipment
Classroom equipment should at a very minimum consist of a mobile laptop-projector unit which has access to the internet. A document camera is a must-have as a replacement for an overhead projector.
In classrooms in which the "new media" are very frequently used, the devices mentioned above should be stationary. However, there does not need to be an interactive board.
Software should include an interactive database (e.g. Moodle), word processing, table calculation, presentation software, image processing software and a web browser with a search engine and an e-mail client.
3. Teacher training and further training
It has been clearly shown that the acceptance of the "new media" largely depends on the training and further training opportunities for teachers. The material equipment of schools with "new media" by the educational authorities without any accompanying further training can otherwise easily result in a bad investment.
For this purpose, several further training opportunities were put to the test in the project. They consist of school internal training with external support (Moodle, interactive board, document camera), cross-school training (data protection), participation in expert conferences and lifelong learning programmes (job shadowing).