Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

tivities, artifacts, and concepts have a situated meaning implying
real consequences. In the classroom things bear a
special meaning according to the ‘hidden curriculum’. Hence
teaching is a performative act in that it constitutes and reinforces
its own prerequisites. Moreover teaching in context
requires the classroom context to resemble aspects of a realworld
context but is still relying on both the teacher’s and
the students’ imagination and play-acting. Therefore the
development, planning and preparation of context-oriented
teaching units is an intricate and time-comsuming endeavor.
The ceiling of the Great Hall at Hogwarts was supposedly
intentionally designed to bring the outside world into the
school. Unlike the teachers at Hogwarts, Informatics teachers
at our schools cannot make use of magic in order to bring
the outside world into the classroom. They can, however,
use computing technology and develop context artifacts so
as to arrange the learning environment around them.
Though our process model for bringing contexts into the
classroom emerged from a special project constellation, it
reveals that contextualized teaching requires not only more
careful preparation but also some preparation steps that
possibly are beyond the means of most teachers. Educators
and most notably primary and secondary school teachers
who want to contextualize their teaching would therefore be
well advised to draw on the strengths of their institution
and to take advantage of cooperations with other educational
and research facilities as well as local enterprises.
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