University of Education Weingarten (GERMANY)
About this paper:
Appears in: INTED2020 Proceedings
Publication year: 2020
Pages: 2050-2059
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.0645
Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain
Digital transformation is linked to a comprehensive societal transformation and impacts almost every aspect of our life. Future citizens require substantial information and media literacy skills, not only to participate effectively in societal and political processes, but also to succeed in their professional life. As a consequence, schools are obliged to teach necessary media competencies. Standards for media literacy of future citizens have been proposed (e.g. [1]), and corresponding elements are being integrated in school curricula worldwide.
Consequently, media literacy and pedagogical competencies of STEAM teacher students need to be promoted during their studies.

Furthermore, school is expected to reflect the digitized environment of today’s students and to adequately equip students with necessities for lifelong learning. This requires teachers to prepare students with the application of methods of digital learning which are typically linked with self-guided learning. In this line, Petko and others ([2]) propose four fields of development for university teacher education in order to impart the necessary competences:
1. media-related prior experiences and beliefs of teacher students should be included in teaching,
2. media-specific topics should be firmly anchored in all areas of teaching,
3. teacher students should experience and test innovative media practices during their studies and
4. teacher students should witness how engagement with digital media can positively influence learning culture and teaching quality at schools.

We use the TPACK model ([3], [4]) to identify and define media and pedagogical competencies for STEAM teacher education and the Model of Teacher Professional Growth ([5]) to anchor media and pedagogical competencies in the course of our studies.

The goal of the work presented here is to show how both models are used to develop and implement a module for media education for STEAM teacher students following the proposed development fields ([2]) We will also show how a teaching-learning Schuelerlabor (iChemLab) and a pedagogical makerspace (CoLiLab) can be integrated into the module in order to learn with and about innovative media practices and anchor them in the course of the students’ studies. For this purpose, we present case studies of the work of students in the teaching-learning lab and in the makerspace and discuss the cases on the background of our teaching objectives.

[1] R. Vuorikari, Y. Punie, S. Carretero, L. Van den Brande, “DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: the Conceptual Reference Model,” JRC Science for Policy Report, 2016.
[2] D. Petko, B. Döbeli Honegger, D. Prasse, "Digitale Transformation in Bildung und Schule: Facetten, Entwicklungslinien und Herausforderungen für die Lehrerinnen- und Lehrerbildung," Beiträge zur Lehrerinnen- und Lehrerbildung. vol. 36, nu. 2, pp. 157-174, 2018.
[3] J. Huwer, T. Irion, S. Kuntze, S. Schaal, C. Thyssen, "Von TPaCK zu DPaCK - Digitalisierung im Unterricht erfordert mehr als technisches Wissen," MNU Journal, vol. 5, pp. 358-64, 2019.
[4] P. Mishra, M.J. Koehler (Eds.), Introducing Technological Pedagogical Content Knowledge, New York, 2008.
[5] D. Clarke, H. Hollingsworth, "Elaborating a model of teacher professional growth," Teaching and Teacher Education, vol.18 , nu. 8, 947-967, 2002.
Learning Lab, Makerspace, Media Literacy, teacher education.