Offers In All-Day Schools: A Way To Reduce Gender-Typical Differences In The Use Of Digital Media At School?

Abstract

For some years now, there has been a dynamic development and expansion of the all-day school landscape in Germany. The proportion of all-day schools in all schools rose from 19% in 2003 to almost 42% in 2008 (cf. KMK 2010). The proportion of all-day schools has thus more than doubled in this period and the trend towards implementing and further expanding all-day provision is still continuing. If one compares the objectives associated with the introduction of all-day schooling in general and the implementation of digital media in teaching in particular, clear parallels can be identified from the perspective of the quality development of schools. The hopes of improving school education, reducing social and gender-specific problems and inequalities of opportunity are the most important.