Modelling and measuring of pedagogical media competence

Project description

In the project M3K we assume that the pedagogical media competence of teachers is important for students’ successful subject and cross-curricular competence development and for their ability to participate in a media-influenced culture. Against this background, the project aims at three goals: a) Development of a structural model of pedagogical media competence involving the following competence areas: using media for teaching and learning purposes, designing and carrying media education activities, developing and implementing programs of media education in schools, b) Development and empirical verification of competence levels of the three competence areas, c) Empirical research on connections between the three competence areas and between the predictors pedagogical knowledge, pedagogical beliefs, formal and informal media learning opportunities and experiences, and the own media use. Each project partner contributes different expertise: The German Institute for International Educational Research DIPF (psychometrics), The Institute for Information Management Bremen ifib (school organization- and infrastructure development), Ruhr-University Bochum (international approaches of media education and pedagogical media competence models) and the University of Paderborn (media competence and pedagogical media competence models).

Project data and contact information

Homepage of the project: The homepage is currently still under construction.
Duration: 01/06/2012 - 31/05/2015
Support code: 01PK11022A
Contact person: Prof. Dr. Bardo Herzig ( bardo.herzig[at]upb.de)
Alexander Martin ( alexander.martin[at]uni-paderborn.de)

Project director

Prof. Dr. Bardo Herzig, Universität Paderborn
Prof. Dr. Niclas Schaper, Universität Paderborn

Cooperation partner

Prof. Dr. Silke Grafe, Universität Würzburg
Prof. Dr. Andreas Breiter, Universität Bremen
Prof. Dr. Johannes Hartig, Deutsches Institut für Internationale Pädagogische Forschung (DIPF)

Staff members

Alexander Martin, Universität Paderborn
Daniel Ossenschmidt, Universität Paderborn
Marion Brüggemann, Universität Bremen
Johannes Zylka, Deutsches Institut für Internationale Pädagogische Forschung (DIPF)
Jennifer Tiede, Universität Würzburg