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Title: Optimization of Information Processes in the Educational System of Republic of Austria

Optimization of Information Processes in the Educational System of Republic of Austria

by Franz Zeilner (Author)
©2024 Thesis 192 Pages
Law, Economics & Management

Summary

Digitalization, a formative factor in the education sector, is in the interest of educational research. It also enables new teaching and learning methods and requires skills from those involved. Media competence is a key competence here. In this context, the optimization of information processes in the Austrian education system is essential and is also an important area of research. Communication with modern communication techniques and cooperation are indispensable here.
This dissertation examines the main developmental steps of digitalization in the Austrian education system in a historical longitudinal section as well as their significance for teaching practice. The central areas of digital school development in the Austrian school system are examined and models of digitalization strategies are presented. In addition to comprehensive literature studies, relevant legal norms as well as meta-studies and individual case studies on the research topic were also examined.

Table Of Contents

  • Cover
  • Titel
  • Copyright
  • Autorenangaben
  • Über das Buch
  • Zitierfähigkeit des eBooks
  • Preface
  • Abstract
  • Table of Contents
  • Introduction
  • 1. The research areas
  • 2. Investigative approach/research methods
  • 3. Research goal and existing sources
  • 4. Research questions and research guiding questions
  • 4.1. Research question
  • 4.2. Research guiding questions
  • Chapter 1: Media developments, teaching media and basics on information processes
  • 1.1. Media developments and teaching media: Primary, secondary and tertiary media
  • 1.1.1. No uniform distinction between media
  • 1.1.2. Primary and human media
  • 1.1.3. Secondary or print media
  • 1.1.4. Tertiary or electronic media
  • 1.1.4.1. From the radio to the computer and social media
  • 1.1.4.2. The 1980s/1990s
  • 1.1.4.3. The topic of mass media
  • 1.1.4.4. The World Wide Web (www): Start in 1989
  • 1.1.5. Digital media
  • 1.1.5.1. From the mid-1990s: The full cultural potential
  • 1.1.5.2. Social networks: Since around 2000
  • 1.1.5.3. Beginning of the digital age 2002
  • 1.1.6. Use of digital media
  • 1.2. Terminology, definitions and scientific basics of relevant research areas
  • 1.2.1. Terminology, definitions
  • 1.2.2. Digitization/Digitality
  • 1.2.2.1. Contemporary understanding of digitization
  • 1.2.2.2. Digitalization in a historical retrospect
  • 1.2.2.3. Digitalisation in the narrower and wider sense
  • 1.2.2.4. Digitality
  • 1.2.3. Ethics: In the context of digitization and digital media
  • 1.2.3.1. Ethics
  • 1.2.3.2. Ethics as a general educational goal
  • 1.2.3.3. Digital ethics (media ethics)
  • 1.2.4. Information, information process and information technologies
  • 1.2.4.1. Information
  • 1.2.4.2. Information processes
  • 1.2.4.3. Information technologies
  • 1.2.5. Internet
  • 1.2.5.1. “Internet” and “net”
  • 1.2.5.2. Possible advantages and disadvantages of using the internet
  • 1.2.5.3. The evaluation of information from the internet
  • 1.2.6. Communication
  • 1.2.7. Medium or media
  • 1.2.7.1. Definition and meaning
  • 1.2.7.2. No uniform definition for medium
  • 1.2.7.3. Broad and technical concept of media
  • 1.2.7.4. Medium and media culture
  • 1.2.7.5. The functions of media
  • 1.2.7.6. Medium: Definition in the Media Act
  • 1.2.7.7. Digital media
  • 1.2.7.8. Teaching media
  • 1.2.7.9. Changes through development steps
  • 1.2.7.10. (Digital) media in the context of teaching
  • 1.2.7.11. The views of Bovet, Huwendick and Hüther
  • 1.2.8. Medialisiation/Mediatisation
  • 1.2.9. Media education/Media competence
  • 1.2.9.1. Media education
  • 1.2.9.2. Media education in Austria
  • 1.2.9.3. Media literacy
  • 1.2.10. Models of media literacy using the examples of Aufenanger and Baacke
  • 1.2.10.1. Different media literacy models
  • 1.2.10.2. The Baacke model: Four dimensions of media literacy
  • 1.2.11. Multimedia
  • 1.2.12. Wikipedia
  • 1.2.13. World Wide Web (WWW)
  • 1.3. Conclusions and recommendations from Chapter 1
  • Chapter 2: Digitality and digitalisation in Austria’s education system
  • 2.1. Research on digitalisation (excerpt)
  • 2.1.1. Digitalisation in the context of schools
  • 2.1.2. Researching “digitality” or “digitalisation” in the school sector
  • 2.2. The meaning of models
  • 2.2.1. Models on digitalisation strategies (excerpt)
  • 2.2.1.1. The SAMR model
  • 2.2.1.2. The 4K model
  • 2.2.1.3. The IQES- model (Switzerland)
  • 2.2.1.4. The ARCS- model
  • 2.2.1.5. The Dagstuhl Triangle
  • 2.2.1.6. The model of Brandhofer and Wiesner (2018)
  • 2.2.1.7. The motivating effect of instructional media: Deimann’s research
  • 2.3. Development steps concerning digitalisation and digital education in the Austrian school system
  • 2.3.1. The Austrian school system
  • 2.3.1.1. Competences of the federal government and the provincial governments
  • 2.3.1.2. Tasks and goals
  • 2.3.1.3. Major provisions of the Austrian policy and school policy
  • 2.3.2. “Digital school”, “Digitalisation at schools”, “Digital education”, “Digital learning”
  • 2.3.3. Relevant fields of law (excerpt)
  • 2.3.3.1. Grundsatzerlass Medienerziehung 2001
  • 2.3.3.2. Bundesgesetz, mit dem die Finanzierung der Digitalisierung des österreichischen Schulwesens beschlossen wurde (SchDigiG)
  • 2.3.3.3. “Grundsatzerlass zur Medienerziehung Wiederverlautbarung der aktualisierten Fassung” (“Erlass des Bundesministeriums für Unterricht, Kunst und Kultur”)
  • 2.3.3.4. “Bildungsreformgesetz 2017” (BGBL. I Nr. 138/2017-RIS)
  • 2.3.3.5. IKT-Schulverordnung 2021
  • 2.3.3.6. Knowledge of IT security: Framework conditions of the BMBWF
  • 2.3.4. Further significant development steps in the Austrian school system
  • 2.3.4.1. eEducation Austria (2016): Digital school development
  • 2.3.5. EXCURSUS: Digital school development
  • 2.3.5.1. digi.komp
  • 2.3.5.2. The year 2006: “digi.komp – Digital competences, digital education”
  • 2.3.5.3. National education report 2015
  • 2.3.5.4. The years 2015 to 2018: “Grünbücher des österreichischen Bundesrates”
  • 2.3.5.5. “Digital Roadmap Austria”: The digitalization of the Austrian Federal Government (2016)
  • 2.3.5.6. Digital education: “Digitalization strategy School 4.0 (2017)”
  • 2.3.5.7. “The 2018/2019 period”: “Compulsory digital literacy exercise”
  • 2.3.5.8. The year of digitalisation 2019
  • 2.3.5.9. 2019: “Digital Austria”: An initiative for digitalisation
  • 2.3.5.10. “The Austrian Government Programme 2020–2024” on the topic of (media) education
  • 2.3.5.11. Digital Action Plan for Austria (2020)
  • 2.3.5.12. European Union recommendations and action plans for digital education
  • 2.4. The development steps “Digitalisation Master Plan” and the 8-point plan
  • 2.4.1. The master plan
  • 2.4.2. The 8-point plan
  • 2.4.2.1. Draft law (RIS)
  • 2.4.2.2. Presentation and concept
  • 2.5. Conclusions and recommendations from Chapter 2
  • 2.5.1. Digitalisation in the education sector
  • 2.5.2. The investigation of models
  • 2.5.3. The developmental steps of digitalisation and digital education in the Austrian school system in a historical longitudinal section
  • Chapter 3: Digital media in the classroom
  • 3.1. Basics on education and learning
  • 3.1.1. Changes in school teaching
  • 3.1.2. The topic of education
  • 3.1.3. The topic of learning
  • 3.1.4. EXCURSUS: Quality-oriented and global learning
  • 3.2. Learning management systems for the educational sector
  • 3.3. Legal foundations in the context of digitalisation and digital media
  • 3.3.1. Legal issues as complex challenges
  • 3.3.2. The topic of media law
  • 3.3.2.1. A cross-sectional matter
  • 3.3.2.2. Protection of personality in media law
  • 3.3.3. The topic of data protection
  • 3.3.4. The topic of internet law
  • 3.3.4.1. A variety of different fields of law
  • 3.3.4.2. Internet and criminal law
  • 3.3.5. EXCURSUS: Violence on the net. A current topic in the context of pedagogy and criminal law
  • 3.3.5.1. The criminal relevance of violence on the net
  • 3.3.5.2. “Deliktsfähigkeit” (“capacity to commit unlawful acts”) in criminal law and in civil law
  • 3.4. Analysis of scientific studies
  • 3.4.1. Fundamentals for the practice
  • 3.4.2. The selected studies: Metastudies and individual findings
  • 3.4.2.1 Meta studies
  • 3.4.2.2. Individual case studies
  • 3.5. Conclusions and recommendations from Chapter 3
  • 3.5.1. Changes in school teaching due to digitalisation
  • 3.5.2. Learning management systems
  • 3.5.3. Legal foundations in the context of digitalisation and digital media
  • 3.5.4. The analysis of scientific studies
  • Conclusion
  • 1. Research question
  • 1.1. What are the central areas of digital school development in the Austrian school system?
  • 2. Research guiding questions
  • 2.1. Belonging to question (a) Media developments, teaching media and basics on information processes in the context of school teaching
  • 2.2. Belonging to question (b) The meaning of models (excerpt)
  • 2.3. Belonging to question (c) The essential development steps in the context of digitalisation in the Austrian school system
  • 2.4. Belonging to question (d) Basics on media education in the digital and global world
  • 2.5. Belonging to question (e) Analysis of studies: research topics and results
  • 3. Meta study: “Invisible Learning” (John Hattie)
  • 4. Meta-Study: Extension of the study (Heike Schaumburg)
  • 5. Meta study: “Metastudy on the learning effectiveness of digital media in mathematics and science lessons at secondary level (ZIB/TIM Study)”
  • 6. Meta-Study: “How effective are digital media in the classroom?” (Bardo Herzig)
  • 7. Individual case study: “Internet use and media competence of young people in Austria” (IFES)
  • 8. Single case study: “How fit are Austrian schools for the digital world?”
  • Bibliography
  • Resolutions, federal law gazettes, recommendations, decrees, laws, ordinances
  • Studies
  • Meta studies
  • Single case studies
  • Weitere Studien
  • Internetquellen
  • Hasspostings und sonstige strafbare Postings – oesterreich.gv, abgerufen am: 19.10.2021.
  • List of Tables
  • List of Figures

Introduction

“Paths are made by walking”

Franz Kafka

1. The research areas

The present doctoral thesis (dissertation) comprises the following main research areas: Chapter 1. Media developments, teaching media and basics of information processes, Chapter 2. Digitality and digitalisation in the Austrian education system and Chapter 3. Digital media in the classroom

The particular interest in these research areas or in this topic primarily arises from my work as a teacher and professor in higher education (BMHS, 29 years) and at the University of Salzburg (university lecturer and research assistant, 20 years). Here I was able to experience some of the developmental steps of digitalisation myself. The future living and working environment will be characterised by an increasing integration of digital communication and information processes and their intelligent use. For several years now, modern technologies and information technologies have made it possible to exchange and make information available to an enormously increasing extent. One of the tasks of educators is to enable pupils and students to use digital media competently, responsibly and critically. In this respect, there is basically also an interaction between school lessons and private use which can take place passively and actively and can also contribute to the optimisation of essential educational processes. Together and in coordination with their students, educators should, in particular, integrate digital teaching and learning processes into lessons and develop and enhance media competence. As a whole, the learning processes of the pupils should be supplemented or improved by media-supported teaching. Digital learning is only one of numerous other ways of learning. Learning itself is not digital, but digital media and tools are used as a means. A good learning effect requires above all didactically and methodically well prepared lessons. School education must enable pupils, among other things, to find their way in society. They should also be able to recognise and competently assess political, social and economic problems. Digital media are of increasing importance in this context. National, European, international and global developments entail fundamental social and political changes that also comprise the media. Specific research is based on a broad concept of media shaped by cultural studies, which understands media not only as published channels of communication, but as functions of cultural practices and objects that are used by subjects to gain information about alterity or to convey it to them.

The focus of the present research lies is on investigating the essential development steps of digitalisation in the Austrian school system and digital media. Digitalisation is already a factor that has a lasting impact on the education sector, and requires essential competences. The society of the present and the future needs contemporary education, the active future-oriented shaping and further development of which is essential. This requires competences of the actors; media competence is a “key competence” here. Education at a high level using digital media is, among other things, an essential prerequisite for coping with present and future demands.

The use of digital media in schools for administrative purposes is not explicitly the object of investigation of this thesis.

2. Investigative approach/research methods

In the field of science, research methods or procedures and analytical techniques are necessary to deal with scientific questions. The present doctoral thesis was edited through a combination of different sources and methods (methodological pluralism). This required different research approaches, extensive and selective literature studies as well as the application of qualitative and quantitative methods. Extensive literature studies were already carried out in the planning phase, and were intensified and specified in the subsequent research phase. This required comprehensive library and internet research. Particular interest was devoted to the research question and the research guiding questions.

With regard to scientific studies investigating relevant questions, it was first decided on the basis of the abstract whether there was interest in a specific study and which questions could be answer. Due to the increasing number of scientific publications, it was essential to clearly summarise and assess individual studies (meta studies and single studies) on the research topic. Various studies were examined and evaluated for their similarities and differences. In addition, the respective applied methods were outlined in order to enable an evaluation. The systematic examination of scientific studies also demonstrates the state of research on a specific topic and enables the summary of research results. The interpretation of studies has also been carried out in accordance with certain criteria – this concerns meta-studies and individual studies.

Meta studies are a statistical method for combining individual results from a number of selected studies that have the same research question. The objective of a meta-study is to determine a common value, which is expressed in an effect size. The effect size was examined for a small but practically significant effect, medium effect sizes and strong but practically significant effects.

3. Research goal and existing sources

The research objective of a scientific paper sets out the reason why the research is being carried out. The aim is not necessarily to solve a specific problem, but to obtain good insights into the problem.

This was precisely the intention of the present research. The aim was to investigate what progress has been made in terms of digitalisation in the Austrian school system and what (possible) potential exists for modern, efficient teaching in the context of school instruction. It was necessary to define what this effectiveness relates to. This work was performed through literature studies, but especially through analyses of scientific studies. This also includes the investigation of necessary competences of the actors or technical and pedagogical prerequisites and requires the investigation of developments of teaching in the Austrian school system in the national, European, international and global context, as well as their effects on scientific discourse and teaching practice. Based on the specific research results, essential findings for the education system shall be achieved, and a discourse shall also emerge. It should be possible to develop (further) questions which can then be discussed in the form of an “Education innovation Circle”.

Regarding the existing sources, it was clear during the literature research that the totality of available sources on a certain topic and their status are in the field of science referred to as the “existing sources”. Sources are therefore all materials from which scientific knowledge can be gained. This also includes scientific literature, which was also used extensively in the research in question. Both primary sources and secondary sources are available on the topic or research subject. A relatively large amount of academic literature, as well as studies are available on the research topic of digital media in the classroom. A careful selection is necessary here and was also carried out in the context of the present work.

4. Research questions and research guiding questions

4.1. Research question

What are the central areas of digital school development in the Austrian school system?

4.2. Research guiding questions

(a) Media developments, teaching media and basics on information processes in the context of school teaching

(b) The importance of models (excerpt)

(c) Essential development steps in the context of digitalisation in the Austrian school system.

(d) Basics on media education in the digital and global world

(e) Analysis of studies: Research topics and results

The research steps indicated here were of key importance to the success criteria, the quality and effectiveness of the research as well as the final research result. The novelty of my research comprises the investigation and presentation of the historical development of digitalisation in the Austrian education system in a historical longitudinal section as well as a good synopsis of selected research areas and the obtained results. This also includes the incorporation of meta-studies and individual studies on relevant research areas. The opportunities for exploiting my research results can be found primarily in the fields of science, pedagogy and teaching practice. It was planned to disseminate the results of this dissertation through further publications.

Details

Pages
192
Publication Year
2024
ISBN (PDF)
9783631922071
ISBN (ePUB)
9783631922088
ISBN (Softcover)
9783631922026
DOI
10.3726/b22016
Language
English
Publication date
2024 (July)
Keywords
Digital Competence Digital Media Digital School Development Teaching Media Competence Information Processes Digitalisation in the context of schools
Published
Berlin, Bruxelles, Chennai, Lausanne, New York, Oxford, 2024. 192 pp., 3 fig. b/w, 2 tables.
Product Safety
Peter Lang Group AG

Biographical notes

Franz Zeilner (Author)

Franz Zeilner is an author, university lecturer, BMHS professor and former Austrian canoeist, who practiced whitewater sports (slalom and downhill) and canoe racing as an all-rounder.

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Title: Optimization of Information Processes in the Educational System of Republic of Austria