Digital and AI Competence in Subject-Specific Education International Contexts

Introduction

1.     Theresa Summer, Karl-Heinz Gerholz, Regina Kaplan-Rakowski

Digital and AI competence: International developments and discourses in subject-specific education

Section 1: Central issues in teacher education

2.     Jennifer Paetsch, Sebastian Franz, Moritz Leistner, Fitore Morina, Claudia Schnellbögl

Evaluating teacher professional development programs across subject areas: A framework for understanding digital competency development

3.     Gudrun Marci-Boehncke & Carolyn Blume

Negotiating digital competence and discourses of power in a Community of Practice in (foreign) language teacher education

4.     Jan-Erik Leonhardt, Carina Leonhardt, Alexandra Kemmerer, Annika Janßen, & Britta Viebrock

Is there only so much we can do to foster digital literacy? Structural and institutional challenges in in-service language teacher education

5.     Christiane Klempin, Niels Okuniek, Joline Schmit, & Henning Rossa

Beyond technical skills in English as a foreign language teacher education: Exploring digital action competence three ways

6.     Daria Ferencik-Lehmkuhl, Charlotte Stehr, Janna Gutenberg, Michael Krelle, & Jörg Jost

A professional development program for teachers to foster reading competence in German lessons 

Section 2: Subject-specific education

7.     Konstantin Lindner & Manfred L. Pirner

Addressing social media influencers in Religious and Ethics Education: A teacher training project to promote digital (ethical) sovereignty

8.     Hanna Velling & Jan C. Schubert

Capturing pre-service teachers’ beliefs about teaching geography with digital media

9.     Anne-Marie Lachmund

Learners creating explainer videos: Teacher perspectives on fostering digital competences in the foreign language classroom

10.  Meral Roeben, Melissa Oezsoy, Christiane Lütge, Florian Schultz-Pernice, Yasemin Erdemgil, & Xiao Zhang

Foreign language teachers’ professional technology-related knowledge and skills: A subject-specific extension to the DigCompEdu Observe 

11.  Susan Parks, Sabrina Priego, & Laurence Capus

Innovating with eTandem in the Canadian context: An emerging practice

12.  Megan Dwinger

Digital Individual Learning Paths for the language classroom: Theoretical groundwork, design, and future developments

13.  Bernd Frankemölle & Kerstin Göbel

The role of digital teaching experience for learning about digital as well as inter- and transcultural foreign language teaching in a web-based training

14.  Sea H. Choi, Hyun S. Cho, & Russell Hugo

Teaching cybersecurity fundamentals to heritage language students

15.  Matthias Grein & Janina M. Vernal Schmidt

A digital transformation in everyday Spanish classes? Using habitus theory to trace transformation in classroom interactions

Section 3: Integrating AI and VR into subject-specific education

16.  Luciana C. S. Calvo, Shiri Rosenberg, Kyria R. Finardi, & Bruna S. S. Mardegan

Artificial intelligence in education: Connecting Brazil, Honduras, Israel, and Germany through a virtual exchange project

17.  Karl-Heinz Gerholz & Anne Wagner

Promoting AI competences among Business teachers: A training concept and first evaluation of the effectiveness 

18.  Larena Schäfer

Generative artificial intelligence in EFL teacher training: Principles for fostering AI literacy in the context of lesson planning

19.  Daniel Xerri & Josianne Block

Leveraging generative AI for teaching writing: A case study of two English language teachers

20.  Subin Nijhawan & Britta Viebrock

Fostering critical digital literacy with AI-generated texts: Insights from a case study into an English-speaking CLIL classroom in the Social Sciences

21.  Julie Cummings

Artificial intelligence in language education: Community of Inquiry and Social L2 learning frameworks for teacher digital competence

22.  Leona Droste

The role of professional learning communities in developing a training concept for language teachers on AI tools

23.  Zheying Zhu & Eunkyoung E. Cha

Developing digital competence with high immersion virtual reality in K-12 foreign language education

24.  Theresa Summer, Claudia Schnellbögl, Michelle Zirkel, & Regina Kaplan-Rakowski

Pedagogical design cases of high-immersion VR in language education for sustainable development

Afterword

25.  Christopher Kaiser & Stephane A. Charitos

Digital and AI competence in education: Continuities and critical futures

Biography

Theresa Summer is Professor of English Language Education at the University of Bamberg, Germany. 

Karl-Heinz Gerholz is Professor of Business and Human Resources Education at the University of Bamberg, Germany.  

Regina Kaplan-Rakowski is Assistant Professor in the Department of Learning Technologies at the University of North Texas, USA.