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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.
- [ Abstract ]
- [ BibTeX ]
- [ EndNote ]
- [ URL ]
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.
- [ BibTeX ]
- [ EndNote ]
@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

2020[ to top ]

Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks Schröter, Thomas; Grafe, Silke in Proceedings of Innovate Learning Summit 2020, T. J. Bastiaens, G. H. Marks (Hrsg.) (2020). 144–157.
- [ Abstract ]
- [ BibTeX ]
- [ EndNote ]
Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence.

@inproceedings{SchröGrafe2020tn, abstract = {Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence.}, author = {Schröter, Thomas and Grafe, Silke}, booktitle = {Proceedings of Innovate Learning Summit 2020}, editor = {Bastiaens, Theo J. and Marks, Gary H.}, keywords = {ViLeArn}, month = {November}, pages = {144-157}, publisher = {Association for the Advancement of Computing in Education (AACE)}, title = {Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks}, year = 2020 }

%0 Conference Paper %1 SchröGrafe2020tn %A Schröter, Thomas %A Grafe, Silke %B Proceedings of Innovate Learning Summit 2020 %D 2020 %E Bastiaens, Theo J. %E Marks, Gary H. %I Association for the Advancement of Computing in Education (AACE) %P 144-157 %T Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks %X Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence.

Hubland Nord, Geb. 82

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