This article outlines current efforts to improve the professional development of teacher training in Austria and at the same time records the attitudes (acceptance) of student teachers at the Carinthian University of Teacher Education - Viktor Frankl University - towards the use of digital media in their studies, in their own teaching and the significance of digital media in their private lives. In addition, the survey asks how student teachers assess their own digital skills.
In teacher training and further education, digital media appears as a kind of hopeful scenario for the education system per se. In the search for efficient, innovative measures, technical innovations (e.g. e-learning measures/digital media) are seen as a beacon of hope for a possible or necessary change in conventional teacher training. For years, the question of improving the professionalism of teachers through the use of digital media has been raised - initially during their studies, but above all in their professional lives.
Title:
Development of digitality-related competences of prospective teachers
A study from the federal state of Carinthia
Abstract
In teacher training and further education, digital media appears as a kind of hopeful scenario for the education system per se. In the search for efficient, innovative measures, technical innovations (e.g. e-learning measures/digital media) are seen as a beacon of hope for a possible or necessary change in conventional teacher training. For years, the question of improving the professionalism of teachers through the use of digital media has been raised - initially during their studies, but above all in their professional lives.
This article outlines current efforts to improve the professional development of teacher training in Austria and at the same time records the attitudes (acceptance) of student teachers at the Carinthian University of Teacher Education - Viktor Frankl University - towards the use of digital media in their studies, in their own teaching and the significance of digital media in their private lives. In addition, the survey asks how student teachers assess their own digital skills (Arnold et al., 2011).
Introduction - Initial situation: digital media in teacher training programmes
Designing learning programmes in virtual space for specific target groups requires more than just a good media and communication technology infrastructure. It also requires media-didactically designed digital educational media, combined with appropriate competences for teaching and learning in the digital world. It is crucial to realise that traditional teaching and learning activities are changing as digital educational media also become actors in the transfer of knowledge between teachers and learners (Arnold et al. 2015).
By removing the temporal and spatial immediacy of personal teaching and learning activities, major challenges in the teaching/learning process become noticeable: supervision, tasks and learning support are only successful if they relate to the digital culture, which is characterised by hybridity, multimodality and sociality (Lauer, 2020; Lobin, 2014). Technical innovations not only need to be mentioned in everyday school life, they also need to be tried out. Discussions about the latest developments in artificial intelligence (AI) (e.g. ChatGPT) have generated great interest, but also uncertainty and fear.
It is no wonder that digital skills, which are crucial for prospective teachers to actually use new media creatively in the classroom, are becoming increasingly important. The question of how future teachers currently utilise digital potential, whether there are corresponding didactic concepts, what perspectives they have for school and university and what willingness they have to accept and master change is pertinent. For years, there have therefore been (non-subject-specific) studies on students' attitudes towards and use of digital media - both during their studies and in their private lives (Arnold et al., 2011; e.g. Kommer, 2010; Persike & Friedrich, 2016). Triggered by Mark Prensky's differentiation of “digital natives” versus “digital immigrants” in 2001 (which is long outdated; author's note), reinforced by Rory Hume's statement in the early 2000s: “Even when our professors put all the material on the web all students still come to lectures ...” (Hume, 2001), a discourse was triggered as to whether students actually have a higher level of digital and media literacy than previous generations. This statement was justified by the fact that many of them grew up surrounded by technology. However, studies suggest that the often higher level of confidence in dealing with digital media is not necessarily the same in a learning context (cf. e.g.Breiter, 2015).
It is therefore undisputed that stringent strategic and planning considerations are necessary in order to accelerate and, above all, recognise and maximise the benefits of digital measures for the education system from the existing potential. In particular, the masterplan of the Federal Ministry of Education, Science and Research (Bundesministerium für Bildung, Wissenschaft und Forschung [BMBWF], 2016) in Austria, which was initiated in 2018 and is currently being implemented, focuses on three aspects of digital measures:
· Software - pedagogy, teaching and learning content
· Hardware - infrastructure, modern IT management, modern school administration
and
· Teachers - education and training
The latter measure emphasises new ways of teaching content and ways of acquiring it that are systematically integrated into the training of educators (cf. BMBWF, 2016).
The digi.komp package of measures - with reference to the EU - describes digital skills as the key to lifelong learning. Digital competences and computer science education have been enshrined in Austrian curricula, teaching principles and educational objectives for years. The joint digi.komp umbrella is now intended to contribute to the reliable and practical implementation of these binding requirements. The package of measures includes all competency models for all school types, starting with primary school and concluding with a competency model for teachers.
Problem outline and research questions
Despite many endeavours, the question repeatedly arises as to what knowledge teachers have or need for efficient and reflective use of media. The decisive factor is a combination of technical or technological, didactic and pedagogical expertise. Knowledge of facts, processes and methods of teaching and learning, taking into account prerequisites, conditions, objectives and overarching pedagogical principles, is still required (cf. Herzig & Martin, 2020; Mishra & Koehler, 2006). In addition, the question arises as to the acceptance of digital media for use in the classroom and the self-assessment of the digital competences of teachers and/or student teachers.
This article raises research questions that concern student teachers:
· How do student teachers assess their digital competences?
· What significance do digital media have for student teachers in their private lives?
· What significance do they have for their studies?
· What is the acceptance of digital offerings for future teaching activities (using the example of MOOcs; Massive Open Online Courses: https://imoox.at/course/luliss24)? (Ebner, 2023)
Earlier studies (pre-Covid studies) on the acceptance of digital media (2007 - 2018) as a basis for further surveys and current questions
Based on the results of earlier studies on the acceptance (attitude and behavioural acceptance - on the one hand on the willingness to use and on the other hand on the actual use of the offers) of digital measures in the e-learning sector by Austrian teachers and student teachers in Carinthia, which were carried out from 2007 to 2018 (Kysela-Schiemer, 2020), a further current study from Carinthia is being carried out to investigate the extent to which digital skills are available among prospective teachers and how these develop over time. The focus here is on the importance of attitudes, beliefs and motivational aspects. The basis for the self-assessment of student teachers is the BMBWF's digi.komp mentioned above:
The development of the digi.komp model was coordinated in a leading role by the Virtual PH on behalf of the BMBWF in 2016. Based on national and international models, the competency model serves, among other things, as an instrument for self-assessment, continuous professional development of educators and categorisation of further education courses in the field of digital competencies at university colleges of teacher education (https://www.virtuelle-ph.at/digikomp/).
The main issues discussed are the media-related skills of prospective teachers, which are considered particularly important in all phases of teacher training (cf. Breiter, 2015).
The research activities from 2007 - 2018, the “pre-Covid era”, focussed on assessing the impact and acceptance of digital measures as well as the consequences and guiding principles for decision-makers. As mentioned, a distinction was made between action and behavioural acceptance based on Nistor/Schnurer/Mandl (cf. above; Nistor et al., 2005; Oliver, 2002). Initially, the focus was on teachers, then the focus of interest was extended to student teachers in the federal state of Carinthia. All studies were conducted both qualitatively and quantitatively.
Key findings of previous studies
The student teachers surveyed in Carinthia (N=205) were generally in favour of using digital media for their studies. They used digital media both for their studies and for private purposes, but especially for learning. Although the offerings were used, a certain reluctance or caution was recognisable for some applications. The high time burden due to technical deficiencies, the extra work involved in writing for e-learning tasks and the lack of technical or tutorial support were frequently criticised. Added to this were self-doubt and fears and the demand for face-to-face seminars.
Only 29% of the student teachers surveyed felt very confident in using computers. Many stated that they felt their own knowledge was not quite sufficient.
Despite the wide range of e-learning programmes technically available to respondents at the Carinthian University of Teacher Education, they were underused. Interestingly, the students expressed the wish that the digital offerings in the lectures should be improved.
Difficulties were mostly attributed to external factors as to the university's offerings than to their own shortcomings.
Differences in the use of digital media offerings in the private environment in contrast to student use indicated that a significant proportion was limited to communication in social networks, via chats and the consumption of videos (Persike & Friedrich, 2016).
The respondents rated the support of their studies through digital teaching/learning programmes (e-learning) as “very important” at 60% and “important” at 37%, whereby the motivating effect of the use of e-learning was in second last place in a ranking of 1 to 9 with just under 20%. The importance of personal contact with the teacher and fellow students correlated with the use of digital media and was rated similarly highly at around 90 %.
Only around 23% of respondents stated that online programmes could replace some of the compulsory face-to-face courses. Student teachers in the “pre-Covid era” therefore particularly valued traditional face-to-face teaching and also favoured personal contact with other students, the more intensively they used social networks. With regard to the question of acceptance, it became clear that communicative factors (communication as impact and support; “What do I get out of it?”) were decisive for the use of digital programmes by student teachers.
In addition, the students completed a MOOC course, “Media skills in teaching, #digital life” on the online platform iMooX (https://imoox.at). The evaluation of this was carried out via micro-articles (“My reflection on the course”), the elaboration of which was based on the interpretation/validation method of H. Legewie; Heiner Legewie and Ehlers (1987; 2000). The novelty value was very high at the time of the survey. In response to the question “Would you attend such a course again?”, the answers were predominantly cautious, with a slight tendency towards the positive.
Conclusion:
The studies mentioned above showed that the acceptance of e-learning measures is particularly dependent on the effect (“What are the benefits?”) and weaknesses of the measures (intrinsic - discouragement, resignation, overload, excessive demands, “don't see the point” or extrinsic - offer, accompanying measures à acceptance management reinforced by personal factors and context-related factors).
The acceptance criteria identified for e-learning measures include factors such as relevance, transparent objectives and content, practical orientation, opportunities for participation, communication and cooperation, various emotional and motivational incentives, mentoring and the chance to apply what has been learnt in practice.
Current surveys:
Post-COVID study programme at the Carinthian University of Teacher Education
Three years after the outbreak of the COVID-19 pandemic, online and hybrid learning have become almost commonplace. Teachers and students at colleges and universities are no longer in emergency mode, but have to decide or evaluate on a daily basis to what extent they want to return to traditional face-to-face teaching or conduct and attend classes in a “blended” format, a mixture of face-to-face and online teaching (blended learning; mixed-method approach). In any case, students want more flexibility and convenience in the delivery of content - for individual lectures, seminars or entire courses - and this demand for flexibility extends to start times, duration and different formats (cf. Pelletier et al., 2023).
As stated before, the results outlined above from studies conducted before the COVID pandemic led to further empirical research activities (project period 2023 to 2025) during a very intensive and prolonged period of e-learning (2020 - 2022) in order to gain further, changed insights into attitudes, acceptance and self-assessment of digital competences and evaluation of digital teaching/learning offers by students at the Carinthian University of Teacher Education.
Starting in the 2022/23 academic year, students on the Bachelor's degree programme, specialising in German (N=78), were asked about their use of media for their studies and in everyday life. Preliminary results of the post-COVID study indicate that the COVID pandemic has also had a positive impact on students' attitudes towards the use of digital media for their studies in the state of Carinthia, as acceptance of the use of digital teaching/learning opportunities has increased. The use of digital media for studying and for their own teaching activities is predominantly rated positively by the student teachers surveyed. In particular, the aspects of time flexibility, time management and self-organisation are seen as beneficial by student teachers.
As far as their own digital skills are concerned, they are generally described as “suitable” for teaching. Student teachers usually see themselves as “users” of digital media in the classroom. Teachers who are above the “beginner” and “explorer” levels (levels A - F on a scale up to H; see https://www.virtuelle-ph.at/wp-content/uploads/2021/04/Grafik-und-Deskriptoren_Langfassung_adapt-2021.pdf) are described as “users”. These levels include, among other things, the knowledge to design digital materials, to enable teaching and learning in the digital space and to actually practise didactically.
In addition, students were also required to attend iMooX courses and reflect on them in micro-articles. It turns out that currently, in terms of “methodology, the lectures from the university and college are familiar - with the difference that the iMooX presentations are recorded and do not take place live [...] but recordings are no longer an absolute novelty since the pandemic” (student).
Acceptance of MOOCs is extremely positive. When asked whether students could imagine continuing to learn via MOOCs, the following answers were given as examples:
“Yes, because they can be completed at any time”
“They provide solid general knowledge on a specific topic and the videos are varied”
“I was able to learn a lot from this online course” (student statements).
The free access to iMooX courses is also appreciated.
Preliminary conclusion
· Covid has changed students' attitudes towards the use of digital media for their studies. The results of the studies indicate that e-learning measures tend to be more accepted.
· The use of digital media for studying and for their own teaching activities is predominantly viewed positively (see digiKomp; also Horizon Report 2023)).
· Own digital skills tend to be assessed as suitable for teaching (cf. digiKomp).
· Time flexibility, time management and self-organisation are seen as advantageous.
References
Arnold, P., Kilian, L., & Zimmer Gerhard (Eds.). (2011). Handbuch E-Learning: Lehren und Lernen mit digitalen Medien (2., erw., aktual. und vollst. überarb. Aufl.). WBV. http://swb.eblib.com/patron/FullRecord.aspx?p=772145
Breiter, A. (2015). Modellierung medienpädagogischer Kompetenz und ihre Messung bei Lehramtsstudierenden: Ringvorlesung: Medienbildung in der Schule – Institutionalisierte Allgemeinbildung der digitalen Gesellschaft? Ringvorlesung. https://www.ifib.de/fileadmin/ifib/publikationsdateien/151130-Ringvorlesung_UHH_Breiter_final.pdf
Bundesministerium für Bildung, Wissenschaft und Forschung. (2016). Digitale Kompetenzen, Informatorische Bildung: digikomp. https://digikomp.at/index.php?id=530
Herzig, B., & Martin, A. (2020). Schulische Medienbildung im Spannungsfeld von Medienpädagogik und Fachdidaktik. MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung , 37, 283–298. https://doi.org/10.21240/mpaed/37/2020.07.15.X
Hume, R. (2001). Lessons of a virtual timetable: The promise of online education.
Kommer, S. (2010). Kompetenter Medienumgang? Eine qualitative Untersuchung zum medialen Habitus und zur Medienkompetenz von SchülerInnen und Lehramtsstudierenden . Budrich UniPress. https://doi.org/10.3224/94075539
Kysela-Schiemer, G. (2020). E-Learning in der Lehrerbildung.https://doi.org/10.17619/UNIPB/1-1096
Lauer, G. (2020). Lesen im digitalen Zeitalter. Geisteswissenschaften im digitalen Zeitalter: Band 1 . wbg Academic. http://www.content-select.com/index.php?id=bib_view&ean=9783534272792
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Frequently asked questions
What is the title of the study discussed in this article?
The title of the study is "Development of digitality-related competences of prospective teachers: A study from the federal state of Carinthia."
What is the main focus of this article?
The article focuses on the development of digital competences among prospective teachers in Carinthia, Austria, including their attitudes towards digital media in their studies, teaching, and private lives. It also explores how they assess their own digital skills.
What is the initial situation regarding digital media in teacher training programmes?
The article highlights the importance of media-didactically designed digital educational media and appropriate competences for teaching and learning in the digital world. It emphasizes the need to move beyond simply mentioning technical innovations and to actively integrate them into the classroom.
What are the three aspects of digital measures emphasized by the Austrian Federal Ministry of Education, Science and Research (BMBWF)?
The BMBWF's masterplan focuses on three aspects: Software (pedagogy, teaching, and learning content), Hardware (infrastructure, modern IT management, and school administration), and Teachers (education and training).
What are the research questions addressed in this article regarding student teachers?
The research questions include: How do student teachers assess their digital competences? What significance do digital media have for student teachers in their private lives? What significance do they have for their studies? What is the acceptance of digital offerings for future teaching activities?
What were the key findings of previous studies (pre-Covid) on the acceptance of digital media?
Student teachers were generally in favor of using digital media for their studies, but there was some reluctance due to time burden, technical deficiencies, and lack of support. Many felt their knowledge was not sufficient, and there was underutilization of available e-learning programs. They also valued personal contact with teachers and fellow students.
What were the acceptance criteria identified for e-learning measures in the pre-Covid studies?
Acceptance depended on the perceived effect and weaknesses of the measures, relevance, transparent objectives, practical orientation, opportunities for participation, communication, cooperation, emotional and motivational incentives, mentoring, and the chance to apply what had been learned in practice.
How has the COVID-19 pandemic influenced the use of digital media in education?
The COVID-19 pandemic has led to increased acceptance of digital media for studies. Students now want more flexibility and convenience in the delivery of content, including start times, duration, and different formats. This also led to further research on the impact of the prolonged e-learning on student teacher’s acceptance and self assessment of digital competences.
What are some preliminary results of the post-COVID study at the Carinthian University of Teacher Education?
The post-COVID study indicates that the pandemic has positively influenced students' attitudes towards using digital media for studies, with increased acceptance of digital teaching/learning opportunities. Aspects such as time flexibility, time management, and self-organization are viewed as beneficial. The attending of MOOC courses are rated as an advantage due to easy-access and flexibility.
- Arbeit zitieren
- Daniel Kaspurz (Autor:in), 2023, Development of Digitality-related Competences of Prospective Teachers, München, GRIN Verlag, https://www.hausarbeiten.de/document/1485732
