Further Resources

The project concentrates on supporting the teaching practices of teacher educators in regard to their use of digital tools and technologies. A core component is the development of our Virtual Makerspace built upon a foundation of established frameworks. These frameworks further inform a comprehensive Digitalisation Strategy, also designed as part of this project, to support teacher educators. On this webpage, we provide a list of resources, including empirical studies, theoretical papers, and even multimodal data, all categorised by the relevant framework. These resources offer theoretical insights and research-based guidance for teacher educators.

Overall Frameworks for the Digitalisation of Teacher Educators

Beißwenger, M., Borukhovich-Weis, S., Brinda, T., Bulizek, B., Burovikhina, V., Cyra, K., Gryl, I. & Tobinski, D. (2020): Ein integratives Modell digitalisierungsbezogener Kompetenzen für die Lehramtsausbildung. In M. Beißwenger, B. Bulizek, I. Gryl & Fl Schacht (Eds.), Digitale Innovationen und Kompetenzen in der Lehramtsausbildung. Duisburg: UVRR, S. 43-76.

Crompton, H. (2017). ISTE Standards for Educators. A Guide for Teachers and Other Professionals.

Engen, B. K., Giæver, T. H., & Mifsud, L. (2015). Guidelines and Regularions for Teaching Digital Competence in Schools and Teacher Education: A Weak Link? Nordic Journal of Digital Literacy, 10(2), 69–83. Retrieved from: https://www.idunn.no/dk/2015/02/guidelines_and_regulations_for_teaching_digital_competence_

Kelentrić, M., Helland, K. & Arstorp, A.-T. (2017). Professional Digital Competence Framework for Teachers. The Norwegian Centre for ICT in Education.

Krumsvik, R. J. (2012). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273

Nagel, I. (2023). Professional Digital Competence in Norwegian Teacher Education Policy and Practice: Teacher Educators’ Professionalism in the Post-digital Age. PhD Thesis. University of Oslo.

McDonagh, A., Camilleri, P., Engen, B. K. & McGarr, O. (2021). Introducing the PEAT model to frame professional digital competence in teacher education. Nordic Journal of Comparative and International Education (NJCIE), 5(4), 5–17. https://doi.org/10.7577/njcie.4226

Punie, Y. & Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.

UNESCO (2023). UNESCO’s ICT Competency Framework for Teachers.  Version 3.

1. Integrating Digital Tools

Alawadhi, A., & Thabet, R. A. (2023). Using Nearpod to Promote Engagement in Online ESL Classes: A Mixed-Methods Study in the Context of Higher Education. In Advances in Human Factors in Training, Education, and Learning Sciences (pp. 141-155).

Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: Benefits, obstacles and issues. Research in Learning Technology, 17(3), 233-247.

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in Education – Cases, Places and Potentials. Educational Media International, 51(1), 1-15.

Burden, K. J., & Kearney, M. (2016). A Snapshot of Teacher Educators’ Mobile Learning Practices. Proceedings of the International Mobile Learning Festival 2016.

Charitonos, K., Blake, C., Scanlon, E., & Jones, A. (2012). Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience? British Journal of Educational Technology, 43(5), 802-819.

Dyson, L. E. (2011). Does Going Mobile Always Make Learning Better? In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011-World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2957-2966). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).

Elsafi, A. (2018). Formal and Informal Learning Using Mobile Technology. In S. Yu, M. Ally, & A. Tsinako (Eds.), Mobile and Ubiquitous Learning. An International Handbook (pp. 177-189).

Kim, H. J., Park, J. H., Yoo, S., & Kim, H. (2016). Fostering Creativity in Tablet-Based Interactive Classrooms. Educational Technology & Society, 19(3), 207-220.

Kozdras, D., & Welsh, J. (2018). Enter the Matrix: A Pedagogy for Infusing Technology. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 536-541). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

Naidionova, A. V., & Ponomarenko, O. G. (2018). Use of Podcasting Technology To Develop Students’ Listening Skills. Information Technologies and Learning Tools, 63(1), 177.

Perry, B., Dalton, J., & Edwards, M. (2009). Photographic Images as an Interactive Online Teaching Technology: Creating Online Communities. International Journal of Teaching and Learning in Higher Education, 20(2), 106-115.

Pulukuri, S., & Abrams, B. (2020). Incorporating an Online Interactive Video Platform to Optimize Active Learning and Improve Student Accountability through Educational Videos. J. Chem. Educ., 97(12), 4505–4514.

Rose, J., & Reynolds, D. (2006). Teachers’ Continuing Professional Development: A New Approach. 20th International Congress for Effectiveness and Improvement.

Schaaf, R., & Engel, K. (2018). Learning with digital games. In partnership with Amplify.

Squire, K. (2010). From information to experience: Place-based augmented reality games as a model for learning in a globally networked society. Teachers College Record, 112(10), 2565-2602.

Vongalis-Macrow, A., Wright, P. & Brew, C. (2004). Integrating ICT in pre-service teacher education – reframing teacher education, in AARE 2004: Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, Australian Association for Research in Education, Coldstream, Vic.,
pp. 1-10.

Wegner, M., Schuck, S., & Burden, K. J. (2010). Locating Learning in the Third Space.

2. Subject-Specific Pedagogical and Didactic Use

Foreign Language Teaching

Alawadhi, A., & Thabet, R. A. (2023). Using Nearpod to Promote Engagement in Online ESL Classes: A Mixed-Methods Study in the Context of Higher Education. In Advances in Human Factors in Training, Education, and Learning Sciences (pp. 141-155).

Ben-Ahmed, H. E. (2023). Nurturing caring pedagogical relationships through a digital storytelling approach: New avenues for educators. Teaching and Learning in Nursing.

Chen, C. H., Liu, G. Z., & Hwang, G. J. (2016). Interaction between gaming and multistage guiding strategies on students’ field trip mobile learning performance and motivation. British Journal of Educational Technology, 47(6), 1032-1050.

Derakhshan, A., & Khatir, E. (2015). The Effects of Using Games on English Vocabulary Learning. Diario de Lingüística Aplicada y Lenguaje, 2(3), 39–47.

Escobar Sevilla, J. (2018). Integrating podcasts in the EFL classroom. A case study in 1o E.S.O. Complutense Journal of English Studies, 26(0), 193–217.

Liang, J.-C., & Hwang, G.-J. (2023). A robot-based digital storytelling approach to enhancing EFL learners’ multimodal storytelling ability and narrative engagement. Computers & Education, V201(3).

Meier, A. (2015). L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts. Working Papers in TESOL & Applied Linguistics, 15(2), 72–84.


White, T., Wallace, M., & Lai, K. (2012). Graphing in Groups: Learning About Lines in a Collaborative Classroom Network Environment. Mathematical Thinking and Learning, 14(2), 149-172.

3. Promotion of Student's Digital Skills

Batlle, J., & Pujolà, J. T. (2024). A competência digital do professor nas práticas do ensino fundamental: reflexões sobre o uso da tecnologia em sala de aula. Perspectiva, 42(1), 1–22.

Instefjord, E., & Munthe, E. (2015). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77–93. https://doi.org/10.1080/02619768.2015.1100602

3. Professional Digital Development

Allan, W. C., Erickson, J. L., Brookhouse, P., & Johnson, J. L. (2010). Teacher professional development through a collaborative curriculum project: An example of TPACK in Maine. TechTrends: Linking Research and Practice to Improve Learning, 54(6), 36–43.

Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher Educators’ Use of Digital Tools and Needs for Digital Competence in Higher Education. Journal of Digital Learning in Teacher Education, 35(4), 203–220.

Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 551(1), 187–199. https://doi.org/10.1016/j.compedu.2007.05.001

Edwards, C. J. (2022). Experiences of Teacher Educators Utilizing Technology in Teacher Preparation Programs [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center.

Springbett, O. and Hamilton, M. (2015) Enacting professional identity : an exploration of teacher educators’ entanglement with educational technologies in FE. PhD thesis, Lancaster University.

4. Ethical Implications - Awareness and Enactment
5. Digital Transformation

Dexter, S. (2019). The Role of Leadership for Information Technology in Education: Systems of Practices. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (Eds) Second Handbook of Information Technology in Primary and Secondary Education . Springer International Handbooks of Education. Springer.

Elstad, E. (2016). Introduction. In E. Elstad (Ed.), Digital Expectations and Experiences in Education. Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6300-648-4

Murphy, V., Iniesto, F. & Scanlon, E. (2022). Higher Education’s
Digitalisation: Past, Present, and Future. In: Kaplan, Andreas ed. Digital Transformation
and Disruption of Higher Education. Cambridge University Press.

6. (Transnational) Collaboration

Beal, S. (2017). Teacher Educator Collaboration Using Portfolio: Using Peer and Student Feedback as a Process for Continuous Reflection and Learning. PhD Thesis. Arizona State University.

Heldens, H. P. F. (2017). Teacher educator collaboration: activities, networks and dynamics. PhD Thesis. University of Eindhoven.

White, T., Wallace, M., & Lai, K. (2012). Graphing in Groups: Learning About Lines in a Collaborative Classroom Network Environment. Mathematical Thinking and Learning, 14(2), 149-172.