Abstract
The introduction of new media into schools creates new possibilities for teaching and learning, this is the programmatic claim of many initiatives aimed at introducing computers into schools. With the formula "new media - new learning" it is assumed that teacher action in the classroom changes quasi automatically, only through the use of a new technology, in didactic-methodological terms. In view of the traditional dominance of questioning-developing classroom discussions, the hope is directed above all towards self-discovering, active-constructive learning on the part of the pupils. However, although the use of new media has been intensively accompanied by further training of teachers in the old federal states for almost twenty years and in the new federal states for about ten years, the changes achieved are rather small. Obviously, an automatic coupling of the new technologies with the use of their potential for new forms of learning cannot be assumed. The design of media-supported teaching and learning processes is rather a profound innovation in teaching, for which teachers need complex qualifications. The acquisition of these qualifications requires an equally complex further training measure, which takes into account in particular the state of research on changes in teacher behaviour. Following an outline of the problem, the corresponding theoretical foundations are therefore first presented. On this basis, an intervention for changing teacher behaviour in the use of new media in the classroom is developed, before research methodological questions of its evaluation are addressed. An outlook on the expected results of such an intervention concludes the article.
