Abstract
The starting point of our educational theory reflections on the topic of "information technology and media education" are the results of our research project "Internet experiences and habitus forms of young people from different school forms". The reconstructive youth study on the basis of the "documentary method" aims to generate the digital practice of young people, especially from secondary schools, in a school-form and gender-specific way; i.e. the study is to be located at the interface of youth and school research. A central aim of the research project is to transfer findings about the media orientations of young people into general didactic educational concepts for teacher training and further education. At the centre of the project, therefore, is the question of educational theory and professional theory, which will also be explored in our contribution, of what a theory-based teacher training based on the type of school could look like in order to design lessons in such a way that students can build up a (self-)reflexive relationship to the new media. Firstly, the results of our project will be briefly presented and focussed on one finding: the central importance of digital media in the lives of secondary school pupils outside of school and a "digital pseudo-specialist habitus" of boys linked to this, especially in the secondary school sector. Secondly, against this background, the core of pedagogical action will be examined more closely and approaches to a heuristic model for teacher training and further education will be discussed, which claims to contribute to a gender-reflexive media education.
