Part I: Modeling Media-related Educational Competencies

Abstract

The following part is concerned with modeling media-related educational competencies from a theoretical viewpoint. First, the state of research in both countries will be summarized in the following chapter by a selection of central, related models and frameworks from an international context and from the USA and Germany. Generally, all competency models share a certain dependence on their national or international background or origin. This is true for deductively derived models, which mirror a certain selection of sources considered important by the researchers, and it is equally true for inductively developed models, reflecting practices and experiences from a specific background. Hence, the structure of presentation follows the objective of including a wide range of respective backgrounds. Although the main focus of this dissertation is on a comparison of Germany and the USA, it is yet valuable to include international models in the following considerations as well. Characterized by an explicitly broad applicability and impact, they offer a contrast and enrichen the perspective with potentially different foci and emphases. Hence, the perspective will be widened to international models first and then narrowed down to the USA and Germany, as the two countries of key interest.

Keywords

• competency modeling
• tpack
• digcompedu
• m³k
• systematic comparison
• international comparison
• educational technology competencies
• media literacy competencies
• medienpädagogische kompetenz
• digital pedagogical competencies