Accompanying Research on Digital Basic Education
Coordinator: Univ. Prof. Dr. Christian Swertz
Team: Pia Eichstetter, Barbara Trödthandl
Funding: University of Vienna
Duration: ongoing since 2016
Content
Digital technology is suitable for stimulating the process of becoming a person processes and is used as a cultural technique. These argument are suitable justify the inclusion of digital technology in a school subject from an educational point of view. At the same time, the teaching of digital technology skills is demanded in policies, almost always based on economic arguments.
The combination of both perspectives has made it possible to introduce Basic Digital Education as a subject in Austria. The political framework was set by the federal government in 2017. In the same year, the first curriculum was developed, testing began in a pilot trial and the law to introduce the subject was passed in the National Council with the required 2/3 majority. In 2018, the pilot trial was established as a mandatory exercise in all schools with a lower secondary level. The subject of Basic Digital Education was then introduced in 2022.
The process outlined above is the subject of the accompanying research conducted by the Vienna Media Education Department. The accompanying research is divided into four sub-projects
- Analysis of the development process
- Surveys on the pilot phase
- Investigation of the initial phase
- Evaluation of the routine phase
The aim of this project is to document the process of establishing digital basic education as a teaching subject, to document the experiences of participants and to identify areas for improvement.
Results
Eichstetter, P. (2024). Die Repräsentation des Frankfurt Dreiecks im ersten Unterrichtsjahr nach Etablierung des Fachs Digitale Grundbildung. Medienimpulse, 63(3), 38 Seiten. https://doi.org/10.21243/mi-03-24-20
Eichstetter, P., & Rainer, F. (2023). Medienkritik und pädagogisches Handeln im Unterrichtsfach Digitale Grundbildung: Die Vermittlung von Medienkompetenz aus der Perspektive eines Lehrenden. Medienimpulse, 61(4), 28 Seiten. https://doi.org/10.21243/mi-04-23-20
Himpsl-Gutermann, K., Missomelius, P., Swertz, C., & Barberi, A. (2022). Editorial 03/2022: Digitale Grundbildung als Pflichtfach – Kontexte und Konkretisierungen. Medienimpulse, 60(3), 20 Seiten. https://doi.org/10.21243/mi-03-22-20
Swertz, C., & Graf, C. (2020). IT-Kustodinnen und -Kustoden zwischen Heterogenität und Verantwortung . Medienimpulse, 58(1), 43 Seiten. https://doi.org/10.21243/mi-01-20-10
Swertz, C. (2019). DigComp 2.2 AT. : Hintergründe und Kontexte. Medienimpulse, 57(1). https://doi.org/10.21243/mi-01-19-14
Swertz, C. (2018). Digitale Grundbildung im Pilotversuch: Beobachtungen einer entstehenden Praxis. Medienimpulse, 56(3). https://doi.org/10.21243/mi-03-18-11
Swertz, C., Mildner (Sontag), K., Berger, C., & Scheidl, G. (2017). Medienkompetenz: Anmerkungen anlässlich einer Untersuchung der Medienkompetenz von und durch SchülerInnen an Neuen Mittelschulen in Wien. Medienimpulse, 54(2). https://doi.org/10.21243/medienimpulse.2016.4.953
Swertz, C. (2017). Medienkompetenz und digitale Bildung aus medienpädagogischer Perspektive: Bericht für das Grünbuch "Digitalisierung und Politik" des Zukunfts- und Verfassungsausschuss des österreichischen Bundesrates. Medienimpulse, 55(1). https://doi.org/10.21243/medienimpulse.2016.4.1032
Swertz, C. (2016). Medien im Lehramtsstudium für die Sekundarstufe in Österreich.: Eine quantitativ-inhaltsanalytische Lehrplananalyse von vier Curricula. Medienimpulse, 53(4). https://doi.org/10.21243/mi-04-15-07