Agricultural Research & Technology: Open Access Journal
Introduction
At the HLBAs the digital transformation is already in
full swing. It means the transition from analogue to digital teaching,
away from paper and pencil to the keyboard, mouse and touchscreen.
Digital devices and media are more and more used in teaching the
learning content. This can increase motivation and collaboration in the
classroom, in class preparation, in project work, in homework, and in
exam study, and also improve learning outcomes. But the place and time
of learning also change from being bound to a classroom to a virtual,
independent learning. Digital devices and media determine the lessons.
For the students, digital learning becomes interesting because of
digital devices, e.g. PC (standalone unit). A more accurate shows that
in the classroom with a daily and weekly use so far Beamer (92%),
Internet (91%), PC as stand-alone unit (80%) as well as Whiteboards /
Smartboards (46%) arrived. In contrast, cell phones, smartphones (33%)
and learning platforms (34%) play a lesser role. Notebooks are used by a
third. Almost half (48%) of the students use learning software, online
quizzes and tests. Also, digital media are used for communication. At
school, 80% of learners use email, followed by WhatsApp (63%) and the
class folder (53%).
Which Risks are Moving?
The students’ responses express a clear awareness of
the risks associated with the use of digital devices and media. The
students see more and more online risks that unsettle them in the
Internet use. The topics of data security and data protection have a
high priority. The majority of students do not believe in the security
of data on the Internet. Currently, 70% of respondents believe that
their data is uncertain. In this context, with increasing digital
transformation, data protection also becomes a challenge for HBLAs. For
many students, the unauthorized disclosure of their data and the threat
of viruses and malicious programs as well as
the spying of their data is the greatest risk of Internet use. Surpris
-ingly, the traditional media, such as radio, television and newspapers,
are rated rather positively by the students overall.
Digital Lessons between Expectations and Wishes
Another result of the survey was not surprising, 57%
of the students advocate increased use of digital media in the
classroom. Learners would like to see the use of digital media in
learning and teaching, especially where it makes sense. One of the
reasons for this is that digital media can make teaching more diverse
and interesting (87%). Also, regarding a future job, they see the
integration of digital know-how in the classroom as necessary
preparation (70%). In addition, 70% of students believe that digital
media should be used more widely, i.e. teachers should try something new
more often. In this regard, 63% of students agree that teachers are
well prepared to use digital media for teaching. On the other hand, half
(49%) of learners emphasize that teachers should be more interested in
using digital media. Furthermore, the digital transformation of teaching
also presents a challenge to teachers who should use digital devices
and media authentically and meaningfully. The survey results also show
that 78% of students agree that the teaching materials should be
available digitally. According to the answers, the learners also believe
that a transcript is valuable and useful and that the use of the board
should not be neglected.
The Mixture makes it
The main finding of this survey is that the majority
(80%) still favor a mixture of analogue and digital forms of learning.
Thus, in many classrooms, the blackboard and textbooks are still the
linchpin of the time-bound instruction. Nevertheless, half of the
students still hope that in the future learning will take place more and
more in virtual spaces. Digital devices and media are tools to
make not only learning, but also teaching more student-friendly,
diverse and modern. Another important outcome of this survey
was that the students see in the digital transformation a way to
improve their current learning model both inside and outside the
school. For example, every fourth student uses social media and
blogs for homework and lesson preparation outside class hours
These Challenges are Brought about
The digital transformation at the HBLAs is seen as a central
task by the school management and policy makers. The learners
respond to this challenge in different ways: on the one hand, there
are the digital enthusiasts who really invest time until digital excellence
and, on the other, those who hardly or only moderately
care and feel motivated. This is also reflected in the learners’
assessment of their knowledge: 62% of students say they have a
basic digital knowledge, 34% have user proficiency and 4% expert
knowledge. Also, according to the subjective assessment of
the students almost two-thirds of teachers have a positive attitude
towards digital media
One of the strengths of digital transformation is undoubtedly
that teaching materials can be exchanged quickly and easily. In addition,
multimedia, interactivity and the possibility of networking
and communication extend the possibilities of teaching and learning
independently of time and place. To ensure this, however, the
technical requirements must be met. According to the proportion
of students, it becomes clear that one in two (52%) points to the
lack of professional support and maintenance of the technology
Digital transformation at the HBLAs is often understood to
merely exchange pencil, paper and books for computers, notebooks
or smartphones. However, this assessment fails to recognize
that this change requires pedagogy adapted to digital education.
The learners at the HBLAs, in turn, are challenged to deal
with the digital transformation in order to use it to their advantage.
This should lead young people to a responsible use of digital
devices and media.
The Digital School Life is already a Reality
The students have already settled in the digital school life.
They realize the potential and opportunities of digital learning
but are also aware of its risks. Digital devices and media can be
a useful tool for individual support of students and enrich the everyday
school life at the HBLAs. As a result, students can be better
promoted in their individual learning process and encouraged to
become more responsible and self-reflective. Digital devices and
media, modern pedagogical concepts and accompanying teacher
training should be linked in such a way that the learners at the
HBLAs can be guaranteed an optimal learning environment. The
fact is: The HBLAs as a learning and educational institution prepare
students for life in society and a professional activity. The
future depends on promoting the potential and talents of the
students. Digital competence plays a key role here. A society in
technological change needs changing HBLAs. Current pedagogical
patterns of action must also be measured against the new social
requirements of the digital transformation
This article is based on select results of the study ‘Digital
transformation in Austrian secondary colleges for agriculture and
forestry’[1]. The aim of the study was to present the current state
of digital transformation at the HBLAs and to explain the further
need for action. You can find this study on the homepage of the
Federal Institute of Agricultural Economics, Rural and Mountain
Research. It was commissioned by the Federal Ministry of Sustainability
and Tourism and coordinated by Pres. 4, Schools, Teaching
and Research Centers. Special thanks go to the students who have
taken the time to participate in the survey and to all those who
contributed to the success of this study.
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