This book shows the results of research in different countries on how to measure digital competence among future generations of teachers and facing the challenges brought by the convergence of analogue and digital media. This book provides answers to the research questions: How should the key competencies related to media pedagogy be effectively measured and compared? What is the level of digital literacy of pre-service teachers in selected countries? The individual chapters are based on a systematic review of research results (from the last two decades) to show trends related to changes in measurement and levels of digital competence. This book is valuable for researchers training future generations of teachers in the use of new media as well as to those trying to measure the development of the information society, as well as those conducting research in the field of comparative pedagogy (including the transfer of the most effective solutions in the field of media pedagogy).

Provides a global perspective on teacher education in the age of the information society Presents the diverse ways digital competencies are measured around the world Summaries scientific achievements of the last two decades in the field of media pedagogy

Autorentext

Lukasz Tomczyk, Ph.D., is a postdoc fellow at the Italian University of Macerata. His research interest concerns media education, information society and lifelong learning. He conducts academic classes and trainings on: digital safety, prevention of risky behaviours on the Internet, adult education, and ICT use. He is author of 7 monographs and 180 scientific articles and editor of 13 collective monographs. He is Associate Editor in "Education and Information Technologies" journal (Springer). He is scholarship holder of the Polish Ministry of Science and Higher Education (outstanding young scientists 2018-2020). He is the member of the research networks: EU KIDS Online and COST Action CA16207 European Network for Problematic Usage of the Internet.

Laura Fedeli is Associate Professor in Didactics in the Department of Education, Cultural Heritage and Tourism at University of Macerata (Italy). She has Master of Science in Instructional Technology and Distance Education (USA) and a Ph.D. in E-learning, knowledge management, and psychology of communication (Doctor Europaeus). Her field of research is mostly focussed on teacher training, instructional design and educational technology, areas of interest that she has also explored through her commitment to several European projects. She has authored books, book chapters, and articles from an international perspective on the above-mentioned fields. She currently teaches "General Didactics" and "Educational Technology" at the degree course in Education Science and optional courses in Educational Research, Instructional Design and Instructional Technology. She is member of the Quality Assurance Committee for the degree course in Education Science, and she is the departmental delegate for e-learning.

Inhalt

Lessons learned from COVID-19 emergency remote education. Adaptation to crisis distance education of teachers by developing new or modified digital competences.- Digital competencies of pre-service teacher students: Albanian Context.- Critical Considerations on the Digital Potentialities, Vocations, and Needs of Teachers in Training in Bolivia.- Digital literacy of students of teacher training colleges in Bosnia and Herzegowina-literature review and analysis.- Digital competences among Brazilian pre-service teachers: an overview.- Dynamics in the Development of Digital Competence of Bulgarian Teachers.- Letting the light shine in: A tapestry of digital literacies in Canadian faculties of education.- Assessment of Digital Competencies in Initial Teacher Training in Chile: What Does the Research Say?.- Digital Literacy of Chinese Normal Students: A Literature Review.- Digital competencies of Czech pre-service teachers: Review study. <p