Abstract:

To keep pace with developments in the course of far-reaching digitalization of the world of work, future teachers should be prepared in the best possible way.

It can be assumed that future teachers will have comprehensive skills in the use of digital media. After all, they are part of the digital transformation that is affecting also large parts of non-professional life. Nevertheless, the design of vocational instruction using digital media and technologies seems to present a particular challenge. But there are a few good approaches in which instructional designs are well-coordinated with suitable digital teaching and learning materials.

In this explorative qualitative study, we investigate which digital competencies are used by teachers, which are only partially developed, and which, although useful for teaching, are not observable. Digital competences are observed as they are defined in the European Framework for the Digital Competence of Educators, DigCompEdu (Redecker, 2017) as well as in the TPACK framework (Mishra et al., 2006). 12 recorded lessons, each lasting 90 minutes, are examined. In each case, digital media is integrative part of the instructional lesson design. 3 lessons use interactive whiteboards, three lessons use explanatory videos and six lessons use different simulations for learning.

Looking at the previously outlined teaching from the perspective of the DigCompEdu, a number of obviously existing skills of the teachers can be identified, including the selection of digital resources and teaching using digital media. Other competencies of the framework, like using digital resources for supporting self-regulated learning are not observable, even if they are suitable in the instructional setting.

Looking at teaching from the perspective of the TPACK framework (cf. above), it can be seen that the three basic skill areas of pedagogical (PK), content-related (CK), and technology-related (TK) knowledge can be applied well. Skills related to this knowledge are all evident in the observed lessons.

In the area of intersections, it is worth looking first at technology-related pedagogical skills (TPK). The use of technological knowledge for the realization of media projects together with the students, i.e., a student-activating approach to technological objects, can only be perceived in rudimentary form. On the other hand, the technology-related content knowledge (TCK) is comprehensively present. Moreover, the facet of pedagogical content knowledge (PCK) is also well- recognizable.

What could not be observed was an application of TPACK, which integrates all sub-areas, i.e., knowledge and skills geared towards teaching students media-related and subject-specific competencies through the use of media and digital tools.

As a preliminary conclusion, teachers possess the skills and knowledge to use digital media in instruction. Nevertheless, the combination of those distinct skill areas to reach specific instructional goals is still challenging and should be focused in further teacher education.

Keywords:

Digitalization, professionalization, digital competence, technology use in education, digcompedu, tpack.