From the analogue into the digital world
At our school, we understand digital competence as an extension of classical Montessori pedagogy. Our approach is based on the primacy of sensory learning: children grasp the world first with their senses and through concrete action with real materials.
That is why with us the path always leads from the analogue to the digital. Only once a child has carried out a process, for instance gathering information for a project, in the real world (research in books, magazines and libraries) does the step into the digital world make sense. The digital does not replace the real; it builds meaningfully upon it.
In the lower years: the computer as a tool
In the lower years we introduce the children gently to the digital world. Here the computer is used quite deliberately as a tool.
In the upper years: depth, reflection and technology
In the upper years the focus shifts to a deeper, critical and creative engagement with the digital world. Pupils learn not only to consume media, but also to understand and question it.
Working through these digital topics fits seamlessly into our school day. They take place either as small group introductions within free work, followed by self-directed continuation, or are conveyed in targeted, practical workshops, partly run by external experts. In this way, learning in the digital space also remains lively, individual and oriented to the children’s needs.