This article presents an immersive virtual reality (VR) system for training classroom management skills, with a specific focus on learning to manage disruptive student behavior in face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3D virtual simulation of a classroom populated by twenty-four semi-autonomous virtual students. The system has been designed as a companion tool for classroom management seminars in a syllabus for primary and secondary school teachers. This will allow lecturers to link theory with practice using the medium of VR. The system is therefore designed for two users: a trainee teacher and an instructor supervising the training session. The teacher is immersed in a real-time 3D simulation of a classroom by means of a head-mounted display and headphone. The instructor operates a graphical desktop console, which renders a view of the class and the teacher whose avatar movements are captured by a marker less tracking system. This console includes a 2D graphics menu with convenient behavior and feedback control mechanisms to provide human-guided training sessions. The system is built using low-cost consumer hardware and software. Its architecture and technical design are described in detail. A first evaluation confirms its conformance to critical usability requirements (i.e., safety and comfort, believability, simplicity, acceptability, extensibility, affordability, and mobility). Our initial results are promising and constitute the necessary first step toward a possible investigation of the efficiency and effectiveness of such a system in terms of learning outcomes and experience.

Abstract:This article is concerned with modeling pedagogical media competencies and with its relevance for teacher education and, ultimately, for teaching with media in school. To provide a theoretical basis, the field of work will be introduced and defined first and then located in the context of the relevant literature of both Germany and the USA.Afterwards, results of a comparative analysis of German and U.S.-American pedagogical media competency models will be introduced and analyzed theoretically under consideration of country-specific aspects. In a third step, an exploratory study will be presented which illustrates the situation of media pedagogical teacher training in Germany and the USA and thus allows for conclusions on the (missing) connection between the theoretical framework of pedagogical media competencies and the current practice of media pedagogical teacher training. Ultimately, comparative conclusions can be drawn on the present status of both countries, which will reveal implications for further work and necessary practical steps to improve the integration of media in different school-related contexts.

Varios estudios de investigación y de práctica llegan a la conclusión de que la pedagogía de los medios debe integrarse en la formación de profesores para que estos futuros docentes puedan utilizar los medios de comunicación en sus clases con eficacia y éxito. Sin embargo, estos resultados no se reflejan en los programas universitarios vigentes, de manera que en algunas instituciones los profesores en formación pueden llegar al término de sus estudios sin haber abordado cuestiones de educación en medios. Para comprender, evaluar y más adelante mejorar la situación actual de la formación del profesorado en el ámbito de la pedagogía de los medios se necesitan extensas investigaciones. Teniendo en cuenta esta situación, el siguiente artículo presenta un resumen del «statu quo» de las competencias en pedagogía de los medios de los futuros profesores, centrándose en los ejemplos de Alemania y EEUU. Para crear una base presentamos diferentes modelos de competencias pedagógicas mediáticas de ambos países e intentaremos responder a la pregunta de si estas competencias son promovidas por los programas de formación del profesorado. Después, se describirán el método y resultados seleccionados de un estudio que midió las competencias en pedagogía de los medios de estudiantes de ambos países, estudio basado en un modelo generalizador de competencias pedagógicas mediáticas que conectan la investigación alemana e internacional en este campo. La perspectiva internacional comparada ayuda a extender perspectivas y comprender diferencias y similitudes. Los datos de este estudio sirven para identificar diferentes formas de integrar la pedagogía de los medios de comunicación en la formación del profesorado. Además, se pueden sacar conclusiones sobre las consecuencias que implican estos procesos para profesores en formación y sus competencias mediáticasVarious research works and practitioners conclude that media pedagogy should be integrated in teacher education in order to enable future teachers to use media for their lessons effectively and successfully. However, this realization is not necessarily reflected in actual university curricula, as preservice teachers at some places can still finish their studies without ever dealing with media pedagogical issues. To understand, assess and eventually improve the status of media pedagogical teacher education, comprehensive research is required. Against this background, the following article seeks to present a theory-based and empirical overview of the status quo of preservice teachers’ pedagogical media competencies focusing Germany and the USA exemplarily. To form a basis, different models of pedagogical media competencies from both countries will be introduced and the extent to which these competencies have become part of teacher education programs and related studies will be summarised. Afterwards, method and selected results of a study will be described where the skills in question were measured with students from both countries, based on a comprehensive model of...

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Trotz einzelner Bemühungen verlaufen die pädagogischen Diskussionen um «media literacy» und «media (literacy) education» sowie um Medienkompetenz und Medienbildung im deutschen Sprachraum und in den USA weitgehend unabhängig voneinander. Vor diesem Hintergrund wird im Beitrag zunächst beschrieben, welche methodischen Herausforderungen eine international vergleichende Betrachtung beinhaltet. Anschliessend werden zentrale Begriffe im Kontext der pädagogischen Diskussion des Lernens mit und über Medien in den USA identifiziert und fünf Bereiche innerhalb der Debatte unterschieden. Der Beitrag schliesst mit einer vergleichenden Betrachtung von Gebieten bzw. Teilgebieten und Konzeptionen des Lernens mit und über Medien im deutschen Sprachraum und in den USA sowie der Begriffe Medienkompetenz und «media literacy».

Creating pedagogically sound, interactive Augmented Reality (AR) experiences supporting situated and experiential learning remains a challenge to teachers without programming skills. To integrate AR in the everyday classroom, teachers need to be capable of designing their own immersive experiences for their students, which is why an analysis of existing authoring toolkits is necessary to identify suitable tools for educational application development and future research directions in terms of educational AR. We identified “easy access”, “GUI-based design”, and “interactive contents” as needs of teachers for designing AR content for the classroom. Based on these needs, we conducted a literature review of 835 documents. Of 80 relevant articles, we included 43 peer-reviewed articles from ACM Digital Library, DBLP, IEEExplore, Scopus, Web of Science, Google Scholar, and miscellaneous other sources in our analysis. We identified 69 different AR authoring toolkits and classified these with regard to their accessibility, their degree of required programming knowledge, and their interactivity. The results show a divergent research landscape with a lack of empirical evaluation. Of 26 openly accessible toolkits, we identified five toolkits addressing the defined needs of teachers for designing interactive AR experiences for the classroom without requiring extensive programming knowledge. We conclude that there are only few tools for the straightforward design of educational AR experiences addressing the needs of teachers and suggest using research-informed and evidence-based criteria for developing AR authoring toolkits for education.