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Faculty of Education 1 The Digital Dilemma – To Use or to Be Used. ELIANT conference 7th November 2016 Bruxelles

ELIANT - Freedom of choice under threat

The Digital Dilemma – To use or to Be used

Prof. Dr. Paula Bleckmann

(Alanus University, Alfter, Germany)

Bruxelles, 7th of November 2016


Do not forget to turn your mobile devices back on after the presentation…

(All Powerpoint slides will be made available to you ☺)


What awaits you 1. Our common goal –

preventing screen risks and reaping screen benefits 2. There is no Plan B!? - Fitness for the digital future 3. Use or be used?

Re-thinking the role of “screen mastery” 4. Early High Touch and the Media Maturity Tower 5. For sound Technology Assessment:

Preserve diversity!


„Medienmündigkeit“ = Media Maturity – a definition

A `media mature´ adult is able to choose to spend time with or without screen media (time sovereignty), according to which option best fits his or her personal goals and needs, and additionally knows how to use media in a limited, active, creative and technically skilled way (Bleckmann, 2012) But that´s what we all want! - Consensus regarding goal - Discussions regarding good ways towards reaching this goal.

Antje Bostelmann, Klax: „I train the A-Team“ (didacta, 12th of February 2016)


Which one of them is at higher risk of addictive use? Left or right?


Bleckmann & Jukschat 2015


-  Bild T-Shirt „Video Games Ruined my Life. Thank God I have two extra ones.“?

Kriminologisches Forschungsinstitut Niedersachsen Criminological Research Institute of Lower Saxony Germany

Sensorimotor integration

Media Maturity Tower (Bleckmann, 2012)



Communicative abilities



OECD Report Computers and Learning: Making the Connection

“Differences between socio-economic groups in the ability to use ICT tools for learning are largely, if not entirely explained by the difference observed in more traditional academic abilities. So to reduce inequalities countries need to ensure that every child attains a baseline level in reading and maths.This will do more to create equal opportunities than can be achieved by expanding or subsidising access to high-tech devices.”




Productive abilities






Receptive abilities






Receptive abilities

Critical reflection






Receptive abilities

Critical reflection

Sequence of historical media education approaches in the Media Maturity Tower ← Emancipatory (critical media theory) approach ← reception-oriented approach ← production-oriented approach

conservative/protection-oriented ← approach („Bewahrpädagogik“) }


Thank you for your attention!

Looking forward to an open-minded and constructive discussion…

Prof. Dr. Paula Bleckmann [email protected]


References I -  Beland, L.-P. and R. Murphy, Ill Communication: Technology, Distraction & Student Performance,

2015.Bitzer, E. M.; Bleckmann, P.; Mößle, T. (2014): Prävention problematischer und suchtartiger Bildschirmmediennutzung Eine deutschlandweite Befragung von Praxiseinrichtungen und Experten. KFN-Forschungsbericht 125. Niedersachsen, Kriminologisches Forschungsinstitut. Hannover.

-  Bitzer, E. M.; Bleckmann, P.; Mößle, T. (2014): Prävention problematischer und suchtartiger Bildschirmmediennutzung Eine deutschlandweite Befragung von Praxiseinrichtungen und Experten. KFN-Forschungsbericht 125. Niedersachsen, Kriminologisches Forschungsinstitut. Hannover.

-  Bleckmann, Paula & Jukschat, Nadine (2015). The Integrated Model of (Dys-) Functionality:Reconstructing Patterns of Gaming as Self-Medication in Biographical Interviews with Video Game Addicts Forum: Qualitative Social Research, 16(3)

-  Bleckmann, Paula & Mössle, Thomas (2014). Position zu Problemdimensionen und Pr�ventionsstrategien der Bildschirmnutzung. (Position paper on Screen media Use: Problem Dimensions and Prevention Strategies). Sucht 60 (4) (pp. 235-247), Bern, Switzerland, Verlag Hans Huber. www.sucht-zeitschrift.com

-  Bleckmann, P., Jukschat, N., & Kruse, J. (2013). Der virtuelle Geist des Kapitalismus oder: warum exzessives Computerspielverhalten Arbeit ist. [The virtual spirit of capitalism – excessive video gaming seen as „work“] ZQF-Zeitschrift für Qualitative Forschung, 13(1-2).

-  Breithaupt, Fritz (2016): Ein Lehrer für mich allein [A teacher all for myself] , in: Die Zeit Nr. 5 vom 28. Januar 2016, Chancen, S. 63-64

-  Carter, S. P., Greenberg, K. & Walker, M. (2016): The Impact of Computer Usage on Academic Performance: Evidence from a Randomized Trial at the United States Military Academy.

-  .


References II -  Council on Communications and Media (AAP) (2011): Media Use by Children Younger Than 2 Years. In: Pediatrics 128 (5),

S. 1040–1045. DOI: 10.1542/peds.2011-1753 -  Facing the Screen Dilemma: Young children, technology and early education. The Campaign for a Commercial-Free

Childhood and the Alliance for Childhood. PDF available online -  Gaßner, R. (1989): Computer und Veränderungen im Weltbild ihrer Nutzer. Eine qualitative Längsschnittanalyse bei

jugendlichen und erwachsenen Computerkursteilnehmern. Frankfurt: Peter Lang (Europäische Hochschulschriften). -  Helsper, E. (2014): Vulnerability and excessive Internet use in Adolescents. In:. Vortrag auf dem 5. Symposium des

Fachverbands Medienabhängigkeit, 31. 10. 2014. Hannover.Hübner, E. (2005), Anthropologische Medienerziehung, Frankfurt/M.: Peter Lang.

-  „How to check if your app is addictive enough to make money“ http://thenextweb.com/dd/2014/02/02/check-app-addictive-enough-make-money/

-  ICILS study -  http://www.waxmann.com/fileadmin/media/zusatztexte/ICILS_2013_Berichtsband.pdf -  Leung, L. and P. Lee, The influences of information literacy, internet addiction and parenting styles on internet risks. New

Media and Society, 2011. 14(1): p. 117-136.Levin, D. E. (2013). Beyond Remote-Controlled Childhood: Teaching Young Children in the Media Age: National Association for the Education of Young Children.

-  Monke, Lowell (2009): Video Games. A critical analysis. In: ENCOUNTER: Education for Meaning and Social Justice 22 (3), S. 1-14.

-  Markowetz, A. Preliminary data from the unpublished Menthal Study on smartphone use http://www.n24.de/n24/Nachrichten/Netzwelt/d/4960536/so-oft-schauen-junge-leute-auf-ihr-handy.html

-  Mößle, T.; Rehbein, F. (2013): Predictors of problematic video game usage in childhood and adolescence. In: Sucht 59 (3), S. 153-164.


References III -  Mößle, T. (2012): "dick, dumm, abhängig, gewalttätig? " Problematische Mediennutzungsmuster und ihre

Folgen im Kindesalter. Ergebnisse des Berliner Längsschnitt Medien. [“fat, stupid, addicted, violent?“ Problematic media usage behavior and its consequences in childhood. Results of the Berlin longitudinal study media]. Baden Baden: Nomos Verlag.

-  OECD report §Students, Computers and Learning – Making the Connection” http://www.oecd.org/publications/students-computers-and-learning-9789264239555-en.htm

-  Radesky, Jenny S.; Kistin, Caroline J.; Zuckerman, Barry; Nitzberg, Katie; Gross, Jamie; Kaplan-Sanoff, Margot et al. (2014): Patterns of mobile device use by caregivers and children during meals in fast food restaurants. In: Pediatrics 133 (4), S. e843-9. DOI: 10.1542/peds.2013-3703.

-  Report to the European Comission (2011): Testing and Refining Criteria to Assess Media Literacy Levels in Europe. Directorate-General for Information Society and Media.

-  Sigman, A. (2012). The impact of screen media on children: A Eurovision for Parliament.In: C. Clouder, B. Heys, M. Matthes, and P. Sullivan (Eds.), Improving the quality of childhood in Europe 2012, Vol. 3 (pp. 88-121). Forrest Row, England: ECSWE (European Council for Steiner Waldorf Education). www.allianceforchildhood.eu/publications

-  Storch, M. und Tschacher, W. (2015). Embodied Communication: Kommunikation beginnt im Körper, nicht im Kopf. Bern: Huber.

-  Zamora, Pablo; Pinheiro, Paulo; Okan, Orkan; Bitzer, Eva-Maria; Jordan, Susanne; Bittlingmayer, Uwe H. et al. (2015): „Health Literacy“ im Kindes- und Jugendalter. In: Präv Gesundheitsf 10 (2), S. 167-172. DOI: 10.1007/s11553-015-0492-3.

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