Measuring digital literacy in primary teacher education

Keywords: OER, Geomedia, digital literacy, pedagogical content knowledge
Abstract Type: Virtual Paper Abstract

Abstract

Digitization and digitalization are transformation processes, which affects the everyday life of people. To be able to handle digital technologies is one major goal of education (Redecker et al. 2017). In order to achieve this goal and maturity, teacher education with and about digital technologies as well as digitization must offer the possibility of learning through digital technologies (Pokraka et al. 2020).

Especially Geomedia and Open Educational Resources (OER) are predestined for the implementation of digital literacy in school. In order to embed OER in the primary education classroom, teachers need technological, content and pedagogical knowledge, following the TPACK-model (Moehler & Mishra 2009). In this lecture, we mainly focus on a synthesis of technological and pedagogical content knowledge, which is important to teach digital competences to the students (Carlson et al. 2019).

Students for primary social and science education and their pedagogical content knowledge as well as their perspective on digital literacy (Grey et al. in print) were evaluated. Although different qualitative and quantitative methods are suggested, the empirical problem to show digital literacy concerning geomedial representations remains. Therefore, the main purpose is to generate a measurement tool that provides a sufficiently valid representation of students' pedagogical content knowledge in reference to digitization-related competencies.