DGB 2: Digital and Analogue

← Digital Literacy – Year 2

Digitalisation changes not only devices but also everyday life, society and the environment. Digital solutions can make processes faster, more convenient or more accessible, but they also require energy, raw materials, infrastructure and data. A sensible evaluation therefore compares benefits, costs, consequences and alternatives instead of labelling technology as simply good or bad.

Curriculum reference

Area	Classification
Competence area	Orientation
Perspectives	Technical and societal perspectives (T, G)
Focus	Changes caused by digital technologies compared with analogue solutions
Competence	Compare digital and analogue solutions in everyday life, society and the environment, recognise interests and effects, and weigh up conflicting aims.

Learning objectives

Students can:

compare analogue and digital solutions for the same task;
describe changes in time, place, speed, reach and storage;
name effects of digitalisation on school, communication, work, mobility and consumption;
explain that technical systems are not completely neutral in their design;
recognise possible interests and steering effects of design and platforms;
name environmental effects of device production, electricity use and infrastructure;
weigh up advantages and disadvantages using criteria;
recognise that digitalisation can affect different groups differently;
choose an analogue or digital solution for a specific situation and justify the choice;
reflect on personal habits and dependencies.

Learning content

Digitalisation changes processes

Digital technology combines many functions, automates steps and enables communication across long distances. Timetables, banking, photo archives, messages, reference works and calendars may all be available on one device. Expectations also change: information is often expected immediately and services may be available around the clock.

Comparing analogue and digital

A paper map needs no battery and gives a stable overview; a navigation app can calculate position and routes but depends on a device, data and energy. A printed book works without electricity; an e-book stores and searches many texts on one device. Good comparisons describe the conditions under which each option is useful instead of choosing a universal winner.

Technology is designed

Menus, default settings, notifications, recommendations and sharing options are created by people and organisations. These decisions influence what users notice and which actions are easiest. Autoplay or a highly visible consent button are simple examples of design that can steer behaviour.

Changes in society

Digitalisation supports learning independent of location, online administration, networking and new forms of work. At the same time, people can be disadvantaged when devices, access, skills or accessible services are missing. Questions of digitalisation are therefore also questions of participation and distribution.

Environment and resources

Digital devices require raw materials for production, energy for operation and infrastructure, as well as transport and computing resources. Short product lifetimes and electronic waste increase environmental burdens. Digital systems can also reduce journeys, optimise processes or reduce paper use. The overall effect depends on the specific situation.

Making conscious choices

Useful criteria include purpose, reliability, privacy, accessibility, cost, energy use and repairability. Sometimes a combination is best: plan digitally but keep important information available offline. Digital competence means using technology deliberately while knowing alternatives.

Classroom activities

Compare digital and analogue everyday solutions

Compare three pairs such as paper calendar/online calendar or map/navigation app using usefulness, dependencies, privacy and environmental aspects.

Expected outcome: A differentiated comparison table.

Analyse cross-curricular examples

Choose school, mobility, commerce or health and describe what digital technology has changed.

Expected outcome: A cause-and-effect overview.

Check technology for steering effects

Inspect a fictional interface for defaults, emphasis or notifications and describe their possible effects.

Expected outcome: An analysis of design decisions.

Evaluate environmental effects

Create an impact chain for a smartphone, streaming or cloud storage from production/infrastructure to use and disposal.

Expected outcome: A balanced environmental assessment.

Reflect on changes in your own life

Name five tasks you do digitally and explain how they could be carried out without digital technology.

Expected outcome: A personal, factual comparison.

Discuss social consequences

Discuss a school, administration or mobility example from several perspectives.

Expected outcome: A reasoned multi-perspective discussion.

Design analogue and digital alternatives

Create an analogue and a digital solution for the same school task and choose between them using your own criteria.

Expected outcome: A justified choice.

Investigate examples of influence

Analyse two designs that make one action especially easy or visible and explain possible interests.

Expected outcome: A factual analysis of steering mechanisms.

Summarise the trade-offs

Complete: ‘Digital is especially useful when …’, ‘Analogue is useful when …’, ‘An important compromise is …’.

Expected outcome: Differentiated conclusions.

Self-check

I can compare analogue and digital solutions in a differentiated way.
I can recognise social changes caused by digitalisation.
I know that digital technology is designed and can influence behaviour.
I can name environmental aspects.
I can justify decisions using several criteria.