Digital Multimedia Learning Packages to Promote Teachers' General Competen-cies

• In Event: Fostering Students' 21st Century Skills Through Education: Perspectives on National and Cross-National Obstacles and Advances From the International Academy of Education

Abstract

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Paper 4: Digital Multimedia Learning Packages to Promote Teachers' General Competen-cies
Olga Zlatkin-Troitschanskaia, Moritz Schneider & Jasmin Reichert-Schlax, Johannes Gutenberg University Mainz, Germany
Due to the rapidly increasing digitalization and reinforced by the ongoing pandemic, the demand for effective high-quality digital learning and teaching opportunities continues to grow (Alja-warneh, 2020). Multimedia teaching and learning materials considerate of students’ individual needs are required to create more equity in education and to effectively promote students’ 21st-century skills (van Laar et al., 2017). For teacher education and training, this demand is particularly relevant, as universities are responsible for providing teacher education students with competen-cies that enable them to effectively foster 21st-century skills (Minea-Pic, 2020). Consequently, fine-grained multimedia learning materials are required that allow (pre-service) teachers to reflect on the complexity of teaching and that take into account, e.g., heterogeneous students’ precondi-tions. Research shows that pre- and in-service teachers often lack the required expertise to teach and foster these crucial skills among their students (e.g., Anagün, 2018). This is especially true in digital teaching and learning contexts. Our project presented here develops and evaluates new dig-ital multimedia packages to meet these demands and improve teacher education through more effective preparation for genuine professional tasks. In the presentation, we focus on the concep-tion and effectivity of this new tool, demonstrating and identifying through pre-post evaluation which effects a digital multimedia learning package has on general (pre-service) teacher compe-tencies.

Authors

• Olga Zlatkin-Troitschanskaia, Johannes Gutenberg University of Mainz

• Moritz Schneider, Johannes Gutenberg University of Mainz

• Jasmin Reichert-Schlax, Johannes Gutenberg University of Mainz