Digital and media literacy in pre-service teachereducation

Abstract

In the age of digitalization, Digital and Media Literacy (DML) has gained increasing attention in European compulsory education, blending insights and experiences from the media education and digital literacy domains. Teacher education, starting from pre-service education, is central for the actual integration of DML education in classroom practice. This article discusses the case study of a two-credit introductory course to DML education for pre-service pre-primary and primary school teachers in Switzerland. The course, partially co-designed with its participants, intentionally explored many topics (as opposed to the in-depth analysis of a few) and focused on hands-on experimentation and reflection. The data collected with a pre/post survey and follow-up interviews offer insights on the evolution of pre-service teachers' approach to DML, on their perceived role as teachers in this domain, on selfefficacy, and on potential enablers and obstacles to implementing DML activities in class. The case study suggests that, despite the limited space in the curriculum and resources available, even a short course can make a difference and enable teachers to integrate DML in their profession.

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

“…In other words, teacher educators should not only deliver content, but should also teach and model technology use. As shown by previous research, every effort can be effective in fostering the attitudes and self-efficacy of pre-service teachers and developing their competencies (Botturi 2019 ; Valtonen et al 2021 ).…”

“…Against this backdrop, it is meaningful and necessary to explore pre-service teachers’ digital competencies and examine their relation to prospective ICT use in order to identify specific factors that inform teacher training. Given that pre-service teacher training plays a crucial role in promoting the integration of ICT into classrooms (Botturi 2019 ), Tiede ( 2020 ) strongly underlines the importance of deriving content for teacher training curricula from relevant scientific literature and research in order to ensure that pre-service teachers are specifically prepared for their prospective teaching profession. To achieve these goals, this study acknowledges the importance of following appropriate conceptual models of educational technology integration (Tondeur et al 2020 ).…”

Policy responses to false and misleading digital content

“…However, this review crucially does not consider messaging applications, video-based platforms or new social media formats. Where research exists on these, for example on video-sharing platforms, empirical evidence reveals an enhanced influence of algorithms on content suggestions (Boeker and Urman, 2022 [44]). Furthermore, personalised algorithms of video-sharing platforms were found to be serving false content (Tomlein et al, 2021[40]).…”

The Importance of Ict in Senior Preschoolers’ Moral Education

“…The level of PEI teachers' readiness for the educational process has a significant impact on the effectiveness of ICT implementation in the educational process. L. Botturi's research [9] is focused on approbation of a DML coursedigital and media literacy of teachers working in preschool education in Switzerland. The case study proved that even a short training course allows teachers to use ICT in their professional activities.…”