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10 and 11 March 2021 were the two days of inspiration and important insights into the topic of school transformation in Germany. At the German \u201cDialogforum Schultransform<\/strong><\/a>\u201d, experts discussed the ways in which schools are tackling the subject of digital transformation and the steps they are taking to implement contemporary learning. More than 80<\/strong> online participants added to the contributions and discussions by asking questions.<\/p>\n The thought-provoking panels were moderated by Dr. Anja Hagen<\/strong> (B\u00fcndnis f\u00fcr Bildung<\/a>) and Thomas Schmidt<\/strong> (Helliwood media & education at fjs e.V.<\/a>), who delved into topics such as visions and goals for the future, awareness, leadership or personnel development, and professionalisation. Moreover, the panel discussion touched upon school equipment as well as teaching and learning outside the classroom, and experts highlighted a number of noteworthy aspects regarding the process of school transformation.<\/p>\n The task of qualifying teachers goes hand in hand with networking in order to initiate a transformation process. As Ines Bieler<\/strong> from the University of Halle underlined, \u00abTeacher qualification should be thought of as a network that spans multiple phases<\/em>\u00ab.<\/p>\n A significant goal of school transformation is to prepare students for the challenges they will face in both their private and professional lives after leaving school. Thus, Prof. Dr. Uta Hauck-Thum<\/strong> (Ludwig-Maximilians-Universit\u00e4t) emphasises that \u201cSchool transformation means providing children and young people with real-life experiences that prepare them for current challenges<\/em>.\u00bb<\/p>\n Some schools have already embarked on the path to transformation and recommend working holistically<\/strong>, involving colleagues, carrying out further training and demanding the necessary equipment from school authorities. More specifically, the process of moving towards contemporary learning, which is also relevant in STE(A)M-learning activities, can be successful through<\/strong>:<\/p>\n Maria Kruse<\/strong> (Primary school teacher) appeals to the expectations teachers have of themselves and their motivation to provide good teaching by \u00abenabling explorative learning for everyone, everywhere<\/em>\u00ab.<\/p>\n The event was part of the German project \u201cSchultransform<\/strong><\/a>\u201d, which is funded by the German Federal Ministry of Education and Research and conducted by Helliwood media & education at fjs e.V.<\/a> and B\u00fcndnis f\u00fcr Bildung<\/a>. The aim is to create an open and scalable platform<\/strong> through which schools and school authorities can evaluate their status in the digital transformation process and thus enter an exchange for further planning.<\/p>\n The implementation of the European STEAMonEdu project, for which Helliwood media & education at fjs e.V.<\/a> is responsible in Germany, follows these approaches precisely. STE(A)M educators across Europe are currently networking on the STEAMonEdu platform<\/a> and exchanging information on learning and teaching activities. The STE(A)M competence framework for educators in STE(A)M education, developed as part of the aforementioned project, offers a starting point for a contemporary qualification of educators.<\/p>\n <\/p>\n\n