Assessing the Selection of Digital Learning Materials: A Facet of Pre-Service Teachers’ Digital Competence
Given the increasing digitalization of education and the variety of available digital learning materials (dLMs) of differing quality, (pre-service) teachers must develop the ability to select appropriate dLMs. Objective, reliable, and valid assessment instruments are necessary to evaluate the effect...
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MDPI AG
2025-05-01
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| Series: | Applied Sciences |
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| Online Access: | https://www.mdpi.com/2076-3417/15/11/6024 |
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| author | Peter Gonscherowski Edith Lindenbauer Kai Kaspar Benjamin Rott |
| author_facet | Peter Gonscherowski Edith Lindenbauer Kai Kaspar Benjamin Rott |
| author_sort | Peter Gonscherowski |
| collection | DOAJ |
| description | Given the increasing digitalization of education and the variety of available digital learning materials (dLMs) of differing quality, (pre-service) teachers must develop the ability to select appropriate dLMs. Objective, reliable, and valid assessment instruments are necessary to evaluate the effectiveness of that development. This study conceptualized and designed an economical four-item instrument for assessing “selecting dLMs” based on accepted frameworks and competence models. The scientific quality of the instrument was evaluated in Study 1 (<i>n</i> = 164) with four dLMs and empirically investigated in a subsequent Study 2 (<i>n</i> = 395) with pre-service mathematics teachers from two universities. The empirical results indicate that the instrument could objectively and reliably gauge different levels of “selecting dLMs”. Furthermore, the results are consistent with the widely accepted notion that the competence of “selecting dLMs” depends on (content) knowledge; however, that relation was not strong. In addition, the results for objectively assessing “selecting dLMs” paralleled the results of self-assessed TPACK in terms of the academic progression of participants. The proposed approach allows for variations and integration of diverse dLMs, and it has the potential to be adapted in other subject areas and contexts. |
| format | Article |
| id | doaj-art-47932ecf5f4f444fa0af8f735db564e8 |
| institution | Kabale University |
| issn | 2076-3417 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Applied Sciences |
| spelling | doaj-art-47932ecf5f4f444fa0af8f735db564e82025-08-20T03:46:47ZengMDPI AGApplied Sciences2076-34172025-05-011511602410.3390/app15116024Assessing the Selection of Digital Learning Materials: A Facet of Pre-Service Teachers’ Digital CompetencePeter Gonscherowski0Edith Lindenbauer1Kai Kaspar2Benjamin Rott3Institute for Didactics of Mathematics, University of Cologne, 50931 Cologne, GermanyDepartment of Mathematics Education, University College of Education Upper Austria, 4020 Linz, AustriaDepartment of Psychology, Faculty of Human Sciences, University of Cologne, 50931 Cologne, GermanyInstitute for Didactics of Mathematics, University of Cologne, 50931 Cologne, GermanyGiven the increasing digitalization of education and the variety of available digital learning materials (dLMs) of differing quality, (pre-service) teachers must develop the ability to select appropriate dLMs. Objective, reliable, and valid assessment instruments are necessary to evaluate the effectiveness of that development. This study conceptualized and designed an economical four-item instrument for assessing “selecting dLMs” based on accepted frameworks and competence models. The scientific quality of the instrument was evaluated in Study 1 (<i>n</i> = 164) with four dLMs and empirically investigated in a subsequent Study 2 (<i>n</i> = 395) with pre-service mathematics teachers from two universities. The empirical results indicate that the instrument could objectively and reliably gauge different levels of “selecting dLMs”. Furthermore, the results are consistent with the widely accepted notion that the competence of “selecting dLMs” depends on (content) knowledge; however, that relation was not strong. In addition, the results for objectively assessing “selecting dLMs” paralleled the results of self-assessed TPACK in terms of the academic progression of participants. The proposed approach allows for variations and integration of diverse dLMs, and it has the potential to be adapted in other subject areas and contexts.https://www.mdpi.com/2076-3417/15/11/6024digital competencepre-service teachersstudent–teacher evaluationtechnological advancementdecision-making skillsdigital learning material |
| spellingShingle | Peter Gonscherowski Edith Lindenbauer Kai Kaspar Benjamin Rott Assessing the Selection of Digital Learning Materials: A Facet of Pre-Service Teachers’ Digital Competence Applied Sciences digital competence pre-service teachers student–teacher evaluation technological advancement decision-making skills digital learning material |
| title | Assessing the Selection of Digital Learning Materials: A Facet of Pre-Service Teachers’ Digital Competence |
| title_full | Assessing the Selection of Digital Learning Materials: A Facet of Pre-Service Teachers’ Digital Competence |
| title_fullStr | Assessing the Selection of Digital Learning Materials: A Facet of Pre-Service Teachers’ Digital Competence |
| title_full_unstemmed | Assessing the Selection of Digital Learning Materials: A Facet of Pre-Service Teachers’ Digital Competence |
| title_short | Assessing the Selection of Digital Learning Materials: A Facet of Pre-Service Teachers’ Digital Competence |
| title_sort | assessing the selection of digital learning materials a facet of pre service teachers digital competence |
| topic | digital competence pre-service teachers student–teacher evaluation technological advancement decision-making skills digital learning material |
| url | https://www.mdpi.com/2076-3417/15/11/6024 |
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