Advancing Digital Teaching and Lifelong Learning

Martin Ebner, Head of Educational Technology and Dean, Study for Teacher Education, Graz University of Technology

Martin Ebner, Head of Educational Technology and Dean, Study for Teacher Education, Graz University of Technology

Martin Ebner is an internationally recognised expert in educational technology and technologyenhanced learning. Originally trained in civil engineering, his passion for teaching and innovation led him to this field. Since 2016, he has headed the Department of Educational Technology at Graz University of Technology and, in 2024, became Dean of Study for Teacher Education. His research spans digital literacy, MOOCs, OER, AI, and learning analytics. Notably, he led the university’s rapid shift to virtual teaching during COVID-19 and continues to advance digital education globally.

Equipping Teachers for Digital Classrooms

It’s not always easy to put into words, but I always try to explain it by saying that the goal of any teaching activity must always be to achieve a learning objective. To do this, we need to be didactically challenged, and, as teachers, we should try to offer as broad a spectrum as possible in order to reach as many learners as possible, ideally all of them. This has nothing, absolutely nothing, to do with technology; it is a pedagogical challenge.

However, when it comes to implementation, as a teacher I have to ask myself what tools I can use to achieve this, and as our world becomes increasingly digital, these tools are increasingly digital technologies. This should always be the approach—technology is a means to an educational end or goal, and not the other way around. It may sound easier than it is, because in practice, technology is often provided and there is a lack of variety, but I have been trying to convey this principle since I started teaching.

Of course, I have to say that every teacher will need digital skills and AI skills in the future. But I'm not saying that because it's my job; it's because digital technology is part of our everyday lives. Tomorrow, I won't be able to get by in this world or actively shape it without digital technology and AI. In addition to their educational mandate, schools and universities also have a responsibility to prepare students for everyday life in the future. That is why teachers must also have a general command of these tools.

“This should always be the approach—technology is a means to an educational end or goal, and not the other way around”

Mastering digital tools is just one part of preparing for modern teaching; adopting the right mindset toward using them is equally essential. Technology should always be seen as a tool and an opportunity—a means of support that all teachers can benefit from in some way. Conversely, teaching is very heterogeneous; there are many different possibilities and no right or wrong way to do it. I would say try it out and see what works and what doesn't—because by doing so, you gain experience, can better assess it, and also see what helps and what doesn't. So be positive and open to new possibilities, and it will definitely work out.

Harnessing Technology to Enhance Learning

So, as I said before, digital technologies are a means to an end. They are there to help us achieve our learning goals, and only then do they make sense. And there is a lot that can be done in the organisational area, in particular to help me optimise my learning process. And, of course, creativity should be encouraged and never restricted.

We have been working with learning analytics since around 2012, and my answer would be that data can definitely support the teaching and learning process. It can help students keep track of their own learning progress, compare it with others, and give them a sense of where they stand. Conversely, as a teacher, I can observe my students' progress and correct anything if I see deviations. In any case, it is important to view any learning analytics application as a support tool. Analysing data is simply helpful for identifying patterns and major deviations. The aim is not to identify individual mistakes, as these are very important in the learning process, but to recognise when a person is on the wrong track. Put simply, this means when, despite a high level of commitment, no learning progress is being made.

The Future of Certification and Lifelong Learning

I definitely think that microcredentials and other certificates play an important role. The reason for this is, on the one hand, that education itself is important, of course, and therefore lifelong learning is too. On the other hand, it should also be noted that rapid technological developments are changing many jobs and making new skills necessary. In other words, adult education is becoming an increasingly important field of activity for universities. I believe that microcredentials can play a key role here.