Publikationen

2023[ to top ]

Augmented Reality in Primary Education: Teachers’ Perspectives on Potential and Barriers Tiede, Jennifer; Förster, Kristina; Grafe, Silke; Mangina, Eleni in Proceedings of 17th International Technology, Education and Development Conference (INTED 2023) (2023). forthcoming.
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@inproceedings{tiedeforthcomingaugmented, author = {Tiede, Jennifer and Förster, Kristina and Grafe, Silke and Mangina, Eleni}, booktitle = {Proceedings of 17th International Technology, Education and Development Conference (INTED 2023)}, keywords = {Tiede}, note = {forthcoming}, pages = {forthcoming}, title = {Augmented Reality in Primary Education: Teachers' Perspectives on Potential and Barriers}, year = 2023 }

%0 Conference Paper %1 tiedeforthcomingaugmented %A Tiede, Jennifer %A Förster, Kristina %A Grafe, Silke %A Mangina, Eleni %B Proceedings of 17th International Technology, Education and Development Conference (INTED 2023) %D 2023 %P forthcoming %T Augmented Reality in Primary Education: Teachers' Perspectives on Potential and Barriers

2022[ to top ]

Teachers’ Attitudes and Technology Acceptance towards AR Apps for Teaching and Learning Tiede, Jennifer; Grafe, Silke; Mangina, Eleni in Proceedings of the 8th International Conference of the Immersive Learning Research Network (iLRN) (2022).
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@inproceedings{tiede2022teachers, author = {Tiede, Jennifer and Grafe, Silke and Mangina, Eleni}, booktitle = {Proceedings of the 8th International Conference of the Immersive Learning Research Network (iLRN)}, keywords = {Tiede}, publisher = {Immersive Learning Research Network}, title = {Teachers' Attitudes and Technology Acceptance towards AR Apps for Teaching and Learning}, year = 2022 }

%0 Conference Paper %1 tiede2022teachers %A Tiede, Jennifer %A Grafe, Silke %A Mangina, Eleni %B Proceedings of the 8th International Conference of the Immersive Learning Research Network (iLRN) %D 2022 %I Immersive Learning Research Network %T Teachers' Attitudes and Technology Acceptance towards AR Apps for Teaching and Learning
Fostering Learning Motivation of Students with Reading and Spelling Difficulties by an AR-Enhanced Gamified Educational App for Literacy Learning Tiede, Jennifer; Treacy, Rita; Grafe, Silke; Mangina, Eleni in Proceedings of IEEE GEM Conference 2022 (2022).
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@inproceedings{tiede2022fostering, address = {Barbados / online}, author = {Tiede, Jennifer and Treacy, Rita and Grafe, Silke and Mangina, Eleni}, booktitle = {Proceedings of IEEE GEM Conference 2022}, keywords = {Tiede}, publisher = {IEEE}, title = {Fostering Learning Motivation of Students with Reading and Spelling Difficulties by an AR-Enhanced Gamified Educational App for Literacy Learning}, year = 2022 }

%0 Conference Paper %1 tiede2022fostering %A Tiede, Jennifer %A Treacy, Rita %A Grafe, Silke %A Mangina, Eleni %B Proceedings of IEEE GEM Conference 2022 %C Barbados / online %D 2022 %I IEEE %T Fostering Learning Motivation of Students with Reading and Spelling Difficulties by an AR-Enhanced Gamified Educational App for Literacy Learning

2021[ to top ]

Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. Results from an Exploratory Study. Schröter, Thomas; Tiede, Jennifer; Grafe, Silke; Latoschik, Marc Erich in Proceedings of Innovate Learning Summit 2021, T. Bastiaens (Hrsg.) (2021). 160–170.
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This exploratory study presents the findings and implications of a three-hour further development workshop implemented with a convenience sample of six teacher educators from a German university. The workshop aimed at fostering the Teacher Educator Technology Competencies (TETCs)—with a special focus on virtual reality (VR)—while reverting to the didactic principle of action orientation. To test whether this didactic principle is suitable for fostering the media pedagogical competencies of the target group in and with VR and to identify further design principles, a mixed-methods approach was utilized. The data collection consisted of focus group interviews, which were analyzed via qualitative content analysis, and Teacher Educator Technology Surveys (TETS). The analysis revealed that action orientation is a valuable addition to established didactical models in higher education (HE). Also...

@inproceedings{SchrTiedGraf2021yx, abstract = {This exploratory study presents the findings and implications of a three-hour further development workshop implemented with a convenience sample of six teacher educators from a German university. The workshop aimed at fostering the Teacher Educator Technology Competencies (TETCs)—with a special focus on virtual reality (VR)—while reverting to the didactic principle of action orientation. To test whether this didactic principle is suitable for fostering the media pedagogical competencies of the target group in and with VR and to identify further design principles, a mixed-methods approach was utilized. The data collection consisted of focus group interviews, which were analyzed via qualitative content analysis, and Teacher Educator Technology Surveys (TETS). The analysis revealed that action orientation is a valuable addition to established didactical models in higher education (HE). Also...}, address = {Online, United States}, author = {Schröter, Thomas and Tiede, Jennifer and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {Proceedings of Innovate Learning Summit 2021}, editor = {Bastiaens, Theo}, keywords = {ViLeArn}, month = {November}, pages = {160–170}, publisher = {Association for the Advancement of Computing in Education (AACE)}, title = {Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. Results from an Exploratory Study.}, year = 2021 }

%0 Conference Paper %1 SchrTiedGraf2021yx %A Schröter, Thomas %A Tiede, Jennifer %A Grafe, Silke %A Latoschik, Marc Erich %B Proceedings of Innovate Learning Summit 2021 %C Online, United States %D 2021 %E Bastiaens, Theo %I Association for the Advancement of Computing in Education (AACE) %P 160--170 %T Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. Results from an Exploratory Study. %U /brokenurl# https://www.learntechlib.org/p/220281 %X This exploratory study presents the findings and implications of a three-hour further development workshop implemented with a convenience sample of six teacher educators from a German university. The workshop aimed at fostering the Teacher Educator Technology Competencies (TETCs)—with a special focus on virtual reality (VR)—while reverting to the didactic principle of action orientation. To test whether this didactic principle is suitable for fostering the media pedagogical competencies of the target group in and with VR and to identify further design principles, a mixed-methods approach was utilized. The data collection consisted of focus group interviews, which were analyzed via qualitative content analysis, and Teacher Educator Technology Surveys (TETS). The analysis revealed that action orientation is a valuable addition to established didactical models in higher education (HE). Also...
Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. A Case Study Schröter, Thomas; Tiede, Jennifer; Latoschik, Marc Erich in Proceedings of EdMedia + Innovate Learning, T. Bastiaens (Hrsg.) (2021). 617–629.
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@conference{schroter2021fostering, author = {Schröter, Thomas and Tiede, Jennifer and Latoschik, Marc Erich}, booktitle = {Proceedings of EdMedia + Innovate Learning}, editor = {Bastiaens, T.}, keywords = {ViLeArn}, organization = {Association for the Advancement of Computing in Education (AACE)}, pages = {617-629}, publisher = {Association for the Advancement of Computing in Education (AACE)}, title = {Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. A Case Study}, year = 2021 }

%0 Generic %1 schroter2021fostering %A Schröter, Thomas %A Tiede, Jennifer %A Latoschik, Marc Erich %B Proceedings of EdMedia + Innovate Learning %D 2021 %E Bastiaens, T. %I Association for the Advancement of Computing in Education (AACE) %P 617-629 %T Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. A Case Study
The Evaluation of Augmented Reality applications in European Primary Schools [Poster Presentation] Tiede, Jennifer; Mangina, Eleni; Grafe, Silke in 2nd International Conference on Science and Technology Education (2021).
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@conference{tiede2021evaluation, author = {Tiede, Jennifer and Mangina, Eleni and Grafe, Silke}, booktitle = {2nd International Conference on Science and Technology Education}, keywords = {Tiede}, title = {The Evaluation of Augmented Reality applications in European Primary Schools [Poster Presentation]}, year = 2021 }

%0 Generic %1 tiede2021evaluation %A Tiede, Jennifer %A Mangina, Eleni %A Grafe, Silke %B 2nd International Conference on Science and Technology Education %D 2021 %T The Evaluation of Augmented Reality applications in European Primary Schools [Poster Presentation]
Evaluation Design Methodology for Piloting Two Educational Augmented Reality STEM Apps in European Elementary Schools Tiede, Jennifer; Mangina, Eleni; Grafe, Silke in Proceedings of EdMedia + Innovate Learning 2021, T. J. Bastiaens (Hrsg.) (2021). 185–190.
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According to research findings, Augmented Reality (AR) can have a positive impact on student STEM learning and knowledge acquisition. However, sound concepts for assessing this impact especially in an international sample are scarce, even though an international comparative perspective opens up important viewpoints and helps understand individual and national conditions of the usefulness within specific concepts. This paper will introduce the research methodology applied in the European H2020 ARETE project to systematically assess and analyze an intervention utilizing AR in STEM classes in elementary education across Europe, compared within the background work of this research area. This methodology allows for a grounded data collection approach in order to bring forward important research results on a European level.

@inproceedings{TiedMangGraf2021hk, abstract = {According to research findings, Augmented Reality (AR) can have a positive impact on student STEM learning and knowledge acquisition. However, sound concepts for assessing this impact especially in an international sample are scarce, even though an international comparative perspective opens up important viewpoints and helps understand individual and national conditions of the usefulness within specific concepts. This paper will introduce the research methodology applied in the European H2020 ARETE project to systematically assess and analyze an intervention utilizing AR in STEM classes in elementary education across Europe, compared within the background work of this research area. This methodology allows for a grounded data collection approach in order to bring forward important research results on a European level.}, address = {United States}, author = {Tiede, Jennifer and Mangina, Eleni and Grafe, Silke}, booktitle = {Proceedings of EdMedia + Innovate Learning 2021}, editor = {Bastiaens, Theo J.}, keywords = {Tiede}, month = {July}, pages = {185–190}, publisher = {Association for the Advancement of Computing in Education (AACE)}, title = {Evaluation Design Methodology for Piloting Two Educational Augmented Reality STEM Apps in European Elementary Schools}, year = 2021 }

%0 Conference Paper %1 TiedMangGraf2021hk %A Tiede, Jennifer %A Mangina, Eleni %A Grafe, Silke %B Proceedings of EdMedia + Innovate Learning 2021 %C United States %D 2021 %E Bastiaens, Theo J. %I Association for the Advancement of Computing in Education (AACE) %P 185--190 %T Evaluation Design Methodology for Piloting Two Educational Augmented Reality STEM Apps in European Elementary Schools %U /brokenurl# https://www.learntechlib.org/p/219656 %X According to research findings, Augmented Reality (AR) can have a positive impact on student STEM learning and knowledge acquisition. However, sound concepts for assessing this impact especially in an international sample are scarce, even though an international comparative perspective opens up important viewpoints and helps understand individual and national conditions of the usefulness within specific concepts. This paper will introduce the research methodology applied in the European H2020 ARETE project to systematically assess and analyze an intervention utilizing AR in STEM classes in elementary education across Europe, compared within the background work of this research area. This methodology allows for a grounded data collection approach in order to bring forward important research results on a European level.
Evaluation Design Methodology for an AR App for English Literacy Skills Tiede, Jennifer; Matin, Fazin; Treacy, Rita; Grafe, Silke; Mangina, Eleni in Proceedings of 2021 7th International Conference of the Immersive Learning Research Network (iLRN), D. Economou, A. Peña-Rios, A. Dengel, H. Dodds, M. Mentzelopoulos, A. Klippel, M. J. W. Lee, J. Richter (Hrsg.) (2021). 14–18.
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@incollection{tiede2021evaluation, author = {Tiede, Jennifer and Matin, Fazin and Treacy, Rita and Grafe, Silke and Mangina, Eleni}, booktitle = {Proceedings of 2021 7th International Conference of the Immersive Learning Research Network (iLRN)}, editor = {Economou, Daphne and Peña-Rios, Anasol and Dengel, Andreas and Dodds, Heather and Mentzelopoulos, Markos and Klippel, Alexander and Lee, Mark J. W. and Richter, Jonathon}, keywords = {Tiede}, pages = {14-18}, title = {Evaluation Design Methodology for an AR App for English Literacy Skills}, year = 2021 }

%0 Book Section %1 tiede2021evaluation %A Tiede, Jennifer %A Matin, Fazin %A Treacy, Rita %A Grafe, Silke %A Mangina, Eleni %B Proceedings of 2021 7th International Conference of the Immersive Learning Research Network (iLRN) %D 2021 %E Economou, Daphne %E Peña-Rios, Anasol %E Dengel, Andreas %E Dodds, Heather %E Mentzelopoulos, Markos %E Klippel, Alexander %E Lee, Mark J. W. %E Richter, Jonathon %P 14-18 %T Evaluation Design Methodology for an AR App for English Literacy Skills %@ 978-1-7348995-2-8/21

2020[ to top ]

Work-in-progress-ARETE-An Interactive Educational System using Augmented Reality Masneri, Stefano; Dominguez, Ana; Wild, Fridolin; Pronk, Jeroen; Heintz, Matthias; Tiede, Jennifer; Nistor, Adina; Chiazzese, Giuseppe; Mangina, Eleni in 2020 6th International Conference of the Immersive Learning Research Network (iLRN), D. Economou, A. Klippel, H. Dodds, A. Pena-Rios, {Mark J. W. Lee, D. Beck, J. Pirker, A. Dengel, {Tiago M. Peres, J. Richter (Hrsg.) (2020). 283–286.
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ARETE (Augmented Reality Interactive Educational System) is a European project, which aims to develop an interactive toolkit for Augmented Reality (AR) content. In this work in progress paper, we describe the system which is currently being developed. The ARETE system follows human-centered interaction design practices and has a strong focus in interactive, multi-user and multi-lingual technologies. On completion, the system will be evaluated across three pilot studies. The three pilots will involve more than 3000 students across ten European countries and they will assess the impact of usage of the ARETE system and the educational value of AR for English literacy skills, STEM (Science, Technology, Engineering and Math) skills and in the implementation of Positive Behaviour Support in Schools (PBIS). ARETE will also be involved in the implementation of new standards for the creation of cross platform content and services as well as the creation of learning experience data repositories.

@inproceedings{d1690ffb88864464875ac1fecec5e798, abstract = {ARETE (Augmented Reality Interactive Educational System) is a European project, which aims to develop an interactive toolkit for Augmented Reality (AR) content. In this work in progress paper, we describe the system which is currently being developed. The ARETE system follows human-centered interaction design practices and has a strong focus in interactive, multi-user and multi-lingual technologies. On completion, the system will be evaluated across three pilot studies. The three pilots will involve more than 3000 students across ten European countries and they will assess the impact of usage of the ARETE system and the educational value of AR for English literacy skills, STEM (Science, Technology, Engineering and Math) skills and in the implementation of Positive Behaviour Support in Schools (PBIS). ARETE will also be involved in the implementation of new standards for the creation of cross platform content and services as well as the creation of learning experience data repositories.}, address = {United States}, author = {Masneri, Stefano and Dominguez, Ana and Wild, Fridolin and Pronk, Jeroen and Heintz, Matthias and Tiede, Jennifer and Nistor, Adina and Chiazzese, Giuseppe and Mangina, Eleni}, booktitle = {2020 6th International Conference of the Immersive Learning Research Network (iLRN)}, editor = {Economou, Daphne and Klippel, Alexander and Dodds, Heather and Pena-Rios, Anasol and Lee, {Mark J. W.} and Beck, Dennis and Pirker, Johanna and Dengel, Andreas and Peres, {Tiago M.} and Richter, Jonathon}, keywords = {Tiede}, month = {aug}, note = {6th International Conference of the Immersive Learning Research Network, iLRN 2020 ; Conference date: 21-06-2020 Through 25-06-2020}, pages = {283–286}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, title = {Work-in-progress-ARETE-An Interactive Educational System using Augmented Reality}, year = 2020 }

%0 Conference Paper %1 d1690ffb88864464875ac1fecec5e798 %A Masneri, Stefano %A Dominguez, Ana %A Wild, Fridolin %A Pronk, Jeroen %A Heintz, Matthias %A Tiede, Jennifer %A Nistor, Adina %A Chiazzese, Giuseppe %A Mangina, Eleni %B 2020 6th International Conference of the Immersive Learning Research Network (iLRN) %C United States %D 2020 %E Economou, Daphne %E Klippel, Alexander %E Dodds, Heather %E Pena-Rios, Anasol %E Lee, {Mark J. W.} %E Beck, Dennis %E Pirker, Johanna %E Dengel, Andreas %E Peres, {Tiago M.} %E Richter, Jonathon %I Institute of Electrical and Electronics Engineers Inc. %P 283--286 %R 10.23919/iLRN47897.2020.9155186 %T Work-in-progress-ARETE-An Interactive Educational System using Augmented Reality %X ARETE (Augmented Reality Interactive Educational System) is a European project, which aims to develop an interactive toolkit for Augmented Reality (AR) content. In this work in progress paper, we describe the system which is currently being developed. The ARETE system follows human-centered interaction design practices and has a strong focus in interactive, multi-user and multi-lingual technologies. On completion, the system will be evaluated across three pilot studies. The three pilots will involve more than 3000 students across ten European countries and they will assess the impact of usage of the ARETE system and the educational value of AR for English literacy skills, STEM (Science, Technology, Engineering and Math) skills and in the implementation of Positive Behaviour Support in Schools (PBIS). ARETE will also be involved in the implementation of new standards for the creation of cross platform content and services as well as the creation of learning experience data repositories.
Teaching and Learning Processes in Immersive VR – Comparing Expectations of Preservice Teachers and Teacher Educators Ripka, Grabriela; Tiede, Jennifer; Grafe, Silke; Latoschik, Marc Erich (2020).
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@presentation{ripka2020teaching, author = {Ripka, Grabriela and Tiede, Jennifer and Grafe, Silke and Latoschik, Marc Erich}, keywords = {vilearn}, title = {Teaching and Learning Processes in Immersive VR – Comparing Expectations of Preservice Teachers and Teacher Educators}, year = 2020 }

%0 Generic %1 ripka2020teaching %A Ripka, Grabriela %A Tiede, Jennifer %A Grafe, Silke %A Latoschik, Marc Erich %D 2020 %T Teaching and Learning Processes in Immersive VR – Comparing Expectations of Preservice Teachers and Teacher Educators
Media-related Educational Competencies of German and US Preservice Teachers. A Comparative Analysis of Competency Models, Measurements and Practices of Advancement Tiede, J. (2020). MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, (Media-related Educational Competencies), Berlin.
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@book{2020, address = {Berlin}, author = {Tiede, J.}, keywords = {Tiede}, month = {jun}, publisher = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, (Media-related Educational Competencies)}, title = {Media-related Educational Competencies of German and US Preservice Teachers. A Comparative Analysis of Competency Models, Measurements and Practices of Advancement}, year = 2020 }

%0 Book %1 2020 %A Tiede, J. %C Berlin %D 2020 %I MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, (Media-related Educational Competencies) %R 10.21240/mpaed/diss.jt.x %T Media-related Educational Competencies of German and US Preservice Teachers. A Comparative Analysis of Competency Models, Measurements and Practices of Advancement %U https://doi.org/10.21240%2Fmpaed%2Fdiss.jt.x
International Perspectives on the Media-related Educational Competencies of Teacher Educators. A Systematic Category-Based Comparison of Competency Frameworks. Tiede, Jennifer; Grafe, Silke in Proceedings of Society for Information Technology & Teacher Education International Conference 2020, D. Schmidt-Crawford (Hrsg.) (2020). 1267–1276.
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Recently, educational research has been focusing increasingly on the role of teacher educators in the advancement of future teachers’ competencies with regards to digital media and technology. There are various competency frameworks and models from different national and international contexts to define and specify the competencies teachers, and teacher educators in particular, need to successfully cope with the manifold challenges of teaching and learning with media and technology. While international frameworks usually build on sources from different countries, national models often specify requirements and needs for a certain national background. From an international comparative perspective, the research desideratum emerges to clarify links between different approaches and to draw conclusions on similarities and unique characteristics to contextualize national frameworks in their wider contexts. Against this background...

@inproceedings{TiedeGrafe2020kz, abstract = {Recently, educational research has been focusing increasingly on the role of teacher educators in the advancement of future teachers’ competencies with regards to digital media and technology. There are various competency frameworks and models from different national and international contexts to define and specify the competencies teachers, and teacher educators in particular, need to successfully cope with the manifold challenges of teaching and learning with media and technology. While international frameworks usually build on sources from different countries, national models often specify requirements and needs for a certain national background. From an international comparative perspective, the research desideratum emerges to clarify links between different approaches and to draw conclusions on similarities and unique characteristics to contextualize national frameworks in their wider contexts. Against this background...}, address = {Online}, author = {Tiede, Jennifer and Grafe, Silke}, booktitle = {Proceedings of Society for Information Technology & Teacher Education International Conference 2020}, editor = {Schmidt-Crawford, Denise}, keywords = {Tiede}, month = {April}, pages = {1267–1276}, publisher = {Association for the Advancement of Computing in Education (AACE)}, title = {International Perspectives on the Media-related Educational Competencies of Teacher Educators. A Systematic Category-Based Comparison of Competency Frameworks.}, year = 2020 }

%0 Conference Paper %1 TiedeGrafe2020kz %A Tiede, Jennifer %A Grafe, Silke %B Proceedings of Society for Information Technology & Teacher Education International Conference 2020 %C Online %D 2020 %E Schmidt-Crawford, Denise %I Association for the Advancement of Computing in Education (AACE) %P 1267--1276 %T International Perspectives on the Media-related Educational Competencies of Teacher Educators. A Systematic Category-Based Comparison of Competency Frameworks. %U /brokenurl# https://www.learntechlib.org/p/215891 %X Recently, educational research has been focusing increasingly on the role of teacher educators in the advancement of future teachers’ competencies with regards to digital media and technology. There are various competency frameworks and models from different national and international contexts to define and specify the competencies teachers, and teacher educators in particular, need to successfully cope with the manifold challenges of teaching and learning with media and technology. While international frameworks usually build on sources from different countries, national models often specify requirements and needs for a certain national background. From an international comparative perspective, the research desideratum emerges to clarify links between different approaches and to draw conclusions on similarities and unique characteristics to contextualize national frameworks in their wider contexts. Against this background...

2019[ to top ]

The Integration of Media-Related Studies and Competencies into US and German Initial Teacher Education. A Cross-National Analysis of Contemporary Practices and Trends. Tiede, Jennifer; Grafe, Silke in Proceedings of Society for Information Technology & Teacher Education International Conference 2019, K. Graziano (Hrsg.) (2019). 1709–1717.
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Many institutions of initial teacher education have realized the necessity to integrate media-related studies into their curricula. However, there are no binding regulations for these processes. As a result, the shape and extent of respective activities varies considerably, not only between different countries, but also within countries with decentralized educational structures such as Germany and the USA. The following paper will present the results of 11 interviews with experts from Germany and the USA which explored current practices and trends in the integration of media-related studies and competencies into initial teacher education. The data collected focus on models of media-related educational competencies, on possibilities and varieties of integrating media-related studies into teacher education curricula, on the outcomes of such efforts and on stakeholders who influence these processes...

@inproceedings{TiedeGrafe2019e9, abstract = {Many institutions of initial teacher education have realized the necessity to integrate media-related studies into their curricula. However, there are no binding regulations for these processes. As a result, the shape and extent of respective activities varies considerably, not only between different countries, but also within countries with decentralized educational structures such as Germany and the USA. The following paper will present the results of 11 interviews with experts from Germany and the USA which explored current practices and trends in the integration of media-related studies and competencies into initial teacher education. The data collected focus on models of media-related educational competencies, on possibilities and varieties of integrating media-related studies into teacher education curricula, on the outcomes of such efforts and on stakeholders who influence these processes...}, address = {Las Vegas, NV, United States}, author = {Tiede, Jennifer and Grafe, Silke}, booktitle = {Proceedings of Society for Information Technology & Teacher Education International Conference 2019}, editor = {Graziano, Kevin}, keywords = {Tiede}, month = {March}, pages = {1709–1717}, publisher = {Association for the Advancement of Computing in Education (AACE)}, title = {The Integration of Media-Related Studies and Competencies into US and German Initial Teacher Education. A Cross-National Analysis of Contemporary Practices and Trends.}, year = 2019 }

%0 Conference Paper %1 TiedeGrafe2019e9 %A Tiede, Jennifer %A Grafe, Silke %B Proceedings of Society for Information Technology & Teacher Education International Conference 2019 %C Las Vegas, NV, United States %D 2019 %E Graziano, Kevin %I Association for the Advancement of Computing in Education (AACE) %P 1709--1717 %T The Integration of Media-Related Studies and Competencies into US and German Initial Teacher Education. A Cross-National Analysis of Contemporary Practices and Trends. %U https://www.learntechlib.org/p/207873 %X Many institutions of initial teacher education have realized the necessity to integrate media-related studies into their curricula. However, there are no binding regulations for these processes. As a result, the shape and extent of respective activities varies considerably, not only between different countries, but also within countries with decentralized educational structures such as Germany and the USA. The following paper will present the results of 11 interviews with experts from Germany and the USA which explored current practices and trends in the integration of media-related studies and competencies into initial teacher education. The data collected focus on models of media-related educational competencies, on possibilities and varieties of integrating media-related studies into teacher education curricula, on the outcomes of such efforts and on stakeholders who influence these processes...
ITELab Final Course Module Evaluation Report Tiede, Jennifer; Grafe, Silke (2019).
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@techreport{tiede2019itelab, author = {Tiede, Jennifer and Grafe, Silke}, institution = {European Schoolnet}, keywords = {Tiede}, title = {ITELab Final Course Module Evaluation Report}, year = 2019 }

%0 Report %1 tiede2019itelab %A Tiede, Jennifer %A Grafe, Silke %D 2019 %T ITELab Final Course Module Evaluation Report %U https://bit.ly/2RPN9m9
ITELab Final MOOC Evaluation Report Tiede, Jennifer; Grafe, Silke (2019).
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@techreport{tiede2019itelab, author = {Tiede, Jennifer and Grafe, Silke}, institution = {European Schoolnet}, keywords = {Tiede}, title = {ITELab Final MOOC Evaluation Report}, year = 2019 }

%0 Report %1 tiede2019itelab %A Tiede, Jennifer %A Grafe, Silke %D 2019 %T ITELab Final MOOC Evaluation Report %U https://bit.ly/37RWBuN

2018[ to top ]

Piloting Two Educational Games in Five European Countries: Teachers’ Perceptions of Student Motivation and Classroom Engagement Tiede, J.; Grafe, S. in 2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games) (2018). 1–8.
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@inproceedings{8493438, address = {Los Alamitos, CA, USA}, author = {Tiede, J. and Grafe, S.}, booktitle = {2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)}, keywords = {Triseum}, month = {sep}, pages = {1-8}, publisher = {IEEE Computer Society}, title = {Piloting Two Educational Games in Five European Countries: Teachers' Perceptions of Student Motivation and Classroom Engagement}, year = 2018 }

%0 Conference Paper %1 8493438 %A Tiede, J. %A Grafe, S. %B 2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games) %C Los Alamitos, CA, USA %D 2018 %I IEEE Computer Society %P 1-8 %R 10.1109/VS-Games.2018.8493438 %T Piloting Two Educational Games in Five European Countries: Teachers' Perceptions of Student Motivation and Classroom Engagement %U https://doi.ieeecomputersociety.org/10.1109/VS-Games.2018.8493438
Triseum Game-Based Learning Validation Study Evaluation Report. Executive Summary - 2018 Tiede, J.; Grafe, S. (2018).
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@techreport{tiedetriseum, address = {Brussels}, author = {Tiede, J. and Grafe, S.}, keywords = {Triseum}, publisher = {European Schoolnet}, title = {Triseum Game-Based Learning Validation Study Evaluation Report. Executive Summary - 2018}, year = 2018 }

%0 Report %1 tiedetriseum %A Tiede, J. %A Grafe, S. %C Brussels %D 2018 %I European Schoolnet %T Triseum Game-Based Learning Validation Study Evaluation Report. Executive Summary - 2018

2016[ to top ]

Developing Students’ Pedagogical Media Competencies and Intercultural Competencies through a U.S.-German Partnership Boos, Martin; Tiede, Jennifer; Grafe, Silke; Hesse, Petra in Global Media Literacy in a Digital Age. Teaching Beyond Borders. Minding the Media, (B. S. De Abreu; M. N. Yildiz, Hrsg.) (2016). 16 153–168.
- [ BibTeX ]
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@article{boos2016developing, author = {Boos, Martin and Tiede, Jennifer and Grafe, Silke and Hesse, Petra}, editor = {De Abreu, Belinha S. and Yildiz, Melda N.}, journal = {Global Media Literacy in a Digital Age. Teaching Beyond Borders. Minding the Media}, keywords = {Tiede}, pages = {153-168}, title = {Developing Students’ Pedagogical Media Competencies and Intercultural Competencies through a U.S.-German Partnership}, volume = 16, year = 2016 }

%0 Journal Article %1 boos2016developing %A Boos, Martin %A Tiede, Jennifer %A Grafe, Silke %A Hesse, Petra %D 2016 %E De Abreu, Belinha S. %E Yildiz, Melda N. %J Global Media Literacy in a Digital Age. Teaching Beyond Borders. Minding the Media %P 153-168 %R https://doi.org/10.3726/978-1-4539-1728-2/22 %T Developing Students’ Pedagogical Media Competencies and Intercultural Competencies through a U.S.-German Partnership %V 16
Schlussbericht zum BMBF Verbundprojekt M³K – Modellierung und Messung medienpädagogischer Kompetenz, Teilprojekt: Internationale Facetten medienpädagogischer Kompetenz Grafe, S.; Tiede, J.; Langen, T. (2016).
- [ BibTeX ]
- [ EndNote ]
@techreport{grafe2016schlussbericht, address = {Würzburg}, author = {Grafe, S. and Tiede, J. and Langen, T.}, keywords = {Tiede}, publisher = {Julius-Maximilians-Universität Würzburg, Fakultät für Humanwissenschaften, Institut für Pädagogik}, title = {Schlussbericht zum BMBF Verbundprojekt M³K – Modellierung und Messung medienpädagogischer Kompetenz, Teilprojekt: Internationale Facetten medienpädagogischer Kompetenz}, year = 2016 }

%0 Report %1 grafe2016schlussbericht %A Grafe, S. %A Tiede, J. %A Langen, T. %C Würzburg %D 2016 %I Julius-Maximilians-Universität Würzburg, Fakultät für Humanwissenschaften, Institut für Pädagogik %T Schlussbericht zum BMBF Verbundprojekt M³K – Modellierung und Messung medienpädagogischer Kompetenz, Teilprojekt: Internationale Facetten medienpädagogischer Kompetenz
Media Pedagogy in German and U.S. Teacher Education Tiede, J.; Grafe, S. in Comunicar (2016). 49(14) 19–29.
- [ BibTeX ]
- [ EndNote ]
@article{tiede2015media, author = {Tiede, J. and Grafe, S.}, journal = {Comunicar}, keywords = {Tiede}, number = 14, pages = {19-29}, title = {Media Pedagogy in German and U.S. Teacher Education}, volume = 49, year = 2016 }

%0 Journal Article %1 tiede2015media %A Tiede, J. %A Grafe, S. %D 2016 %J Comunicar %N 14 %P 19-29 %R http://dx.doi.org/10.3916/C49-2016-02 %T Media Pedagogy in German and U.S. Teacher Education %V 49

2015[ to top ]

Pedagogical Media Competences of Pre-Service Teachers in Germany and the United States of America: A Comparative Analysis of Theory and Practice Tiede, J.; Grafe, S.; Hobbs, R. in Modeling and Measuring Competencies in Higher Education. A Special Issue on the Assessment of Competencies in Higher Education in the Peabody Journal of Education, O. Zlatkin-Troitschanskaia, S. Blömeke (Hrsg.) (2015). (Bd. 90) 533–545.
- [ BibTeX ]
- [ EndNote ]
@incollection{tiede2015pedagogical, author = {Tiede, J. and Grafe, S. and Hobbs, R.}, booktitle = {Modeling and Measuring Competencies in Higher Education. A Special Issue on the Assessment of Competencies in Higher Education in the Peabody Journal of Education}, editor = {Zlatkin-Troitschanskaia, O. and Blömeke, S.}, keywords = {Tiede}, number = 4, pages = {533-545}, title = {Pedagogical Media Competences of Pre-Service Teachers in Germany and the United States of America: A Comparative Analysis of Theory and Practice}, volume = 90, year = 2015 }

%0 Book Section %1 tiede2015pedagogical %A Tiede, J. %A Grafe, S. %A Hobbs, R. %B Modeling and Measuring Competencies in Higher Education. A Special Issue on the Assessment of Competencies in Higher Education in the Peabody Journal of Education %D 2015 %E Zlatkin-Troitschanskaia, O. %E Blömeke, S. %N 4 %P 533-545 %R http://dx.doi.org/10.1080/0161956X.2015.1068083 %T Pedagogical Media Competences of Pre-Service Teachers in Germany and the United States of America: A Comparative Analysis of Theory and Practice %V 90
Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice Tiede, Jennifer; Grafe, Silke; Hobbs, Renee in Peabody Journal of Education (2015). 90(4) 533–545.
- [ Abstract ]
- [ BibTeX ]
- [ EndNote ]
Teachers need knowledge and skills to make effective use of the growing variety of media and technology texts and tools available for use in elementary and secondary education. For this reason, pedagogical media competencies are highly relevant for teachers’ professional development. The theory of media pedagogical competencies is first defined and then located in the context of the relevant scholarly literature from both Germany and the United States. We conducted a comparative analysis of German and U.S. pedagogical media competency models and report data on a survey of teacher education programs in Germany and the United States to identify the proportion of programs of study that include courses in media didactics, media and school reform, and media education. We consider the implications of the missing connections between the theoretical framework of pedagogical media competencies and the current practice of media pedagogical teacher training, revealing implications for further work needed to improve the integration of media in various school-related contexts.

@article{tiede2015pedagogical, abstract = {Teachers need knowledge and skills to make effective use of the growing variety of media and technology texts and tools available for use in elementary and secondary education. For this reason, pedagogical media competencies are highly relevant for teachers’ professional development. The theory of media pedagogical competencies is first defined and then located in the context of the relevant scholarly literature from both Germany and the United States. We conducted a comparative analysis of German and U.S. pedagogical media competency models and report data on a survey of teacher education programs in Germany and the United States to identify the proportion of programs of study that include courses in media didactics, media and school reform, and media education. We consider the implications of the missing connections between the theoretical framework of pedagogical media competencies and the current practice of media pedagogical teacher training, revealing implications for further work needed to improve the integration of media in various school-related contexts.}, author = {Tiede, Jennifer and Grafe, Silke and Hobbs, Renee}, journal = {Peabody Journal of Education}, keywords = {Tiede}, number = 4, pages = {533-545}, title = {Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice}, volume = 90, year = 2015 }

%0 Journal Article %1 tiede2015pedagogical %A Tiede, Jennifer %A Grafe, Silke %A Hobbs, Renee %D 2015 %J Peabody Journal of Education %N 4 %P 533-545 %R https://doi.org/10.1080/0161956x.2015.1068083 %T Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice %V 90 %X Teachers need knowledge and skills to make effective use of the growing variety of media and technology texts and tools available for use in elementary and secondary education. For this reason, pedagogical media competencies are highly relevant for teachers’ professional development. The theory of media pedagogical competencies is first defined and then located in the context of the relevant scholarly literature from both Germany and the United States. We conducted a comparative analysis of German and U.S. pedagogical media competency models and report data on a survey of teacher education programs in Germany and the United States to identify the proportion of programs of study that include courses in media didactics, media and school reform, and media education. We consider the implications of the missing connections between the theoretical framework of pedagogical media competencies and the current practice of media pedagogical teacher training, revealing implications for further work needed to improve the integration of media in various school-related contexts.

Vorträge und Präsentationen

Tiede, J., & Grafe, S. (2020). International Perspectives on the Media-related Educational Competencies of Teacher Educators. A Systematic Category-Based Comparison of Competency Frameworks. Society for Information Technology & Teacher Education International Conference 2020, online, 6.-10.4.2020.
Ripka, G., Tiede, J., Grafe, S., & Latoschik, E. (2020). Teaching and Learning Processes in Immersive VR – Comparing Expectations of Preservice Teachers and Teacher Educators. Society for Information Technology & Teacher Education International Conference 2020, online, 6.-10.4.2020.
Tiede, J., & Grafe, S. (2019). Orienting, Monitoring, & Evaluating ITELab as an Innovative TEL project. ECER Conference 2019, Hamburg, 3.-6.9.2019.
Greger, G., Tiede, J., & Grafe, S. (2019). Virtual Reality In Teacher Education: Exploring Student Teachers' and Teacher Educators' Requirements. ECER Conference 2019, Hamburg, 3.-6.9.2019.
Tiede, J., & Grafe, S. (2019). The Integration of Media-Related Studies and Competencies into US and German Initial Teacher Education. A Cross-National Analysis of Contemporary Practices and Trends. Society for Information Technology & Teacher Education International Conference, Las Vegas, NV, 18.-22.03.2019.
Tiede, J., & Grafe, S. (2018). Developing the Digital Pedagogical Competences of Tomorrow’s Teachers in Universities - Implications from Research on Student Teachers and Teacher Trainers. Key findings from ITELab pilot 1 evaluative research. EMINENT Conference, Lisbon, 12.-13.12.2018.
Tiede, J., & Grafe, S. (2018). ITELab: Ein europäisches Forschungsprojekt zur Förderung medienpädagogischer Kompetenzen im Lehramtsstudium. Erste Erkenntnisse und Ergebnisse. Herbsttagung der Sektion Medienpädagogik, Bremen, 20.-21.09.2018.
Tiede, J., & Grafe, S. (2018). Piloting two Educational Games in five European Countries: Teachers’ Perceptions of Student Motivation and Classroom Engagement. 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games), Würzburg, 5.-7.9.2018.
Herzig, B., Schaper, N., Breiter, A., Hartig, J., Grafe, S., Martin, A., Hellrung, K., Ossenschmidt, D., Brüggemann, M., & Tiede, J. (2014). Modeling and Measuring Pedagogical Media Competencies of Pre-Service Teachers. [Posterpräsentation]. International Conference of the KoKoHs Research Program on Modeling and Measuring Competencies in Higher Education, Johannes Gutenberg Universität, Mainz, 29.11.2014.
Ausgezeichnet mit dem Best-Poster-Preis.
Brüggemann, M., Martin, A., & Tiede, J. (2014). M³K – Modellierung und Messung medienpädagogischer Kompetenz. [Messestand]. Bildungsforschungstagung des Bundesministeriums für Bildung und Forschung, Berlin, 27.-28.03.2014.

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