@article{TiedeGrafe2016,
  author    = {Tiede, Jennifer and Grafe, Silke},
  title     = {Media Pedagogy in German and US Teacher Education},
  series = {Communicar},
  volume    = {XXIV},
  journal   = {Communicar},
  number    = {49},
  doi       = {10.3916/C49-2016-02},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-162600},
  pages     = {19-28},
  year      = {2016},
  abstract  = {Varios estudios de investigaci{\´o}n y de pr{\´a}ctica llegan a la conclusi{\´o}n de que la pedagog{\´i}a de los medios debe integrarse en la formaci{\´o}n de profesores para que estos futuros docentes puedan utilizar los medios de comunicaci{\´o}n en sus clases con eficacia y {\´e}xito. Sin embargo, estos resultados no se reflejan en los programas universitarios vigentes, de manera que en algunas instituciones los profesores en formaci{\´o}n pueden llegar al t{\´e}rmino de sus estudios sin haber abordado cuestiones de educaci{\´o}n en medios. Para comprender, evaluar y m{\´a}s adelante mejorar la situaci{\´o}n actual de la formaci{\´o}n del profesorado en el {\´a}mbito de la pedagog{\´i}a de los medios se necesitan extensas investigaciones. Teniendo en cuenta esta situaci{\´o}n, el siguiente art{\´i}culo presenta un resumen del «statu quo» de las competencias en pedagog{\´i}a de los medios de los futuros profesores, centr{\´a}ndose en los ejemplos de Alemania y EEUU. Para crear una base presentamos diferentes modelos de competencias pedag{\´o}gicas medi{\´a}ticas de ambos pa{\´i}ses e intentaremos responder a la pregunta si estas competencias son promovidas por los programas de formaci{\´o}n del profesorado. Despu{\´e}s, se describir{\´a}n el m{\´e}todo y resultados seleccionados de un estudio que midi{\´o} las competencias en pedagog{\´i}a de los medios de estudiantes de ambos pa{\´i}ses, estudio basado en un modelo generalizador de competencias pedag{\´o}gicas medi{\´a}ticas que conectan la investigaci{\´o}n 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 pedagog{\´i}a de los medios de comunicaci{\´o}n en la formaci{\´o}n del profesorado. Adem{\´a}s, se pueden sacar conclusiones sobre las consecuencias que implican estos procesos para profesores en formaci{\´o}n y sus competencias medi{\´a}ticas.},
  language  = {en}
}
@techreport{NordPetzke2023,
  author    = {Nord, Ilona and Petzke, Judith},
  title     = {Religious Education in the digital change. Concepts and reflections from a German context},
  edition   = {revised version},
  doi       = {10.25972/OPUS-32858},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-328582},
  pages     = {30},
  year      = {2023},
  abstract  = {The article presents results from the project Religious Education Laboratory digital (RELab digital): At a time when exclusive access to religion in the classroom seems less and less plausible, the concept of digital religion education we propose leads back to the existential needs for religion. It can refer to the thematic fields of digital religions, which in turn are not new for religious education, but remix its traditions and themes in the mirror of transforming communication cultures: authority, community, truth, communication, autonomy, religion, identity, and ritual. Chapter 1 contains a description of the project structure. Chapter 2 is dedicated to the pedagogical challenge of teaching Religious Education (RE) in the digital change. Chapter 3 reflects from a pedagogical standpoint on empirical findings of the project, which were developed in the context of classroom observations and interviews. Chapter 4 focuses on topics related to the profession of teachers: What self-concepts are pursued by teachers of Religious Education and/or can be reconstructed through the way they act in the classroom? How can the often critical perceptions of teachers who use digital media in religious education be put to good use in the future? The conclusion bundles the most important insights and highlights examples of further research.},
  subject      = {Digitalisierung},
  language  = {en}
}
@techreport{NordPetzke2023,
  author    = {Nord, Ilona and Petzke, Judith},
  title     = {Religious Education in the digital change. Concepts and reflections from a German context},
  doi       = {10.25972/OPUS-32280},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-322802},
  pages     = {30},
  year      = {2023},
  abstract  = {The article presents results from the project Religious Education Laboratory digital (RELab digital): At a time when exclusive access to religion in the classroom seems less and less plausible, the concept of digital religion education we propose leads back to the existential needs for religion. It can refer to the thematic fields of digital religions, which in turn are not new for religious education, but remix its traditions and themes in the mirror of transforming communication cultures: authority, community, truth, communication, autonomy, religion, identity, and ritual. Chapter 1 contains a description of the project structure. Chapter 2 is dedicated to the pedagogical challenge of teaching Religious Education (RE) in the digital change. Chapter 3 reflects from a pedagogical standpoint on empirical findings of the project, which were developed in the context of classroom observations and interviews. Chapter 4 focuses on topics related to the profession of teachers: What self-concepts are pursued by teachers of Religious Education and/or can be reconstructed through the way they act in the classroom? How can the often critical perceptions of teachers who use digital media in religious education be put to good use in the future? The conclusion bundles the most important insights and highlights examples of further research.},
  subject      = {Digitalisierung},
  language  = {en}
}