Claudia Schumacher

TU Kaiserslautern, Distance and Independent Studies Center (DISC)

She has been working in the education sector since completing her MA degree. First as a writer and editor for school-book publishers, then later as a lecturer for media didactics and as a coordinator of a technical-didactic teacher training course at RWTH Aachen University. Since 2018 she works in the eTeaching Service Center (DISC) of the University of Kaiserslautern in the project “ Offene Digitalisierungsallianz Pfalz “ and is responsible there for the media didactic support of the digital learning laboratory iQL-Lab. She also works as a lecturer for media education at the Pädagogische Hochschule in Ludwigsburg, the Otto von Guericke University Magdeburg and the VHS Baden-Württemberg. She is responsible for the review of the online magazine Medienpädagogik and co-publishes the online anthology „Digitale Spiele im Diskurs“. Her research interests include “ Digitale Spiele im Bildungskontext“, „Cyberbullying“ and „Makerspace, FabLab and Co.“

Selected academic publications:

  • Junge, Thorsten/Schumacher, Claudia (Beitrag angenommen): Struktureller Kinder- und Jugendmedienschutz. In: Sander, Uwe/von Gross, Friederike /Hugger, Kai (2020): Handbuch Medienpädagogik, 2. Auflage.
  • Junge, Thorsten/Schumacher, Claudia (2018): Pädagogischer Umgang mit Phänomenen wie Cybermobbing oder Sexting im Kontext von Social Media. In: berufsbildung 173 – 10/2017 – Zeitschrift für Theorie-Praxis-Dialog, S. 18-20.
  • Junge, Thorsten/Schumacher, Claudia/Clausen, Dennis (2018): Editorial der Herausgeber. In: Junge, Thorsten/Schumacher, Claudia/Clausen, Dennis (Hrsg.): Digitale Spiele im Diskurs, S. 1-10.

All Sessions by Claudia Schumacher

  • 20. Nov | Summit Day

    The Summit Day will feature talks, project presentations, panel discussions, and workshops.

  • 14:00  - 15:00
    Since 2017, we have been offering the seminar "Digital Games in the Educational Context" for all teacher training courses at the Pädagogische Hochschule Ludwigsburg. After a theoretical introduction, students familiarize themselves with digital games that are suitable for use in the educational context. In a longer group work phase, they then develop a lesson concept to a computer game. The concepts must have a clear reference to the education plan, the target group must be clearly defined (school type, grade level, subject) and the desired learning objectives must be specified. So far only a few students had extensive previous knowledge. But at the end of the course, most were convinced of the educational potential of digital games. But it remains unclear whether this medium can actually be used in schools. As part of the conference, we will discuss our experiences and present selected lesson concepts.
    20. Nov | Media Education Summit: Digital Games and Children
    Where
    room 106 (ifs)




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Claudia Schumacher