Teacher competencies for digital transformation in STEM teaching

Digital learning tools, such as explainer videos and augmented reality applications (AR apps), are playing an increasingly important role in teaching STEM subjects (science, technology, engineering, and mathematics). However, resources such as YouTube videos lack the same levels of rigorous quality control as traditional teaching materials. The researchers therefore sought to evaluate whether these videos and AR apps comply with key didactic principles.

To this end, the research team developed a grid with specific quality criteria and shared it with experts to evaluate different learning materials.

The researchers then investigated the extent to which teachers perceived the potential and limitations of explainer videos and AR apps and their ability to use them critically.

Teachers require a diverse skill set to effectively integrate digital resources into their lessons. The TPACK (Technological Pedagogical Content Knowledge) model outlines the relevant competencies at the interface between technology, pedagogy and content. In addition to basic skills such as classroom management, TPACK emphasises subject-specific teaching skills essential for using digital resources. The research team applied TPACK alongside the concept of professional vision to investigate the use of explainer videos and AR apps in STEM education. Professional vision refers to a teacher’s ability to accurately interpret a teaching situation and make informed decisions about how to use an explainer video or AR app.

The project aimed to assess the quality of digital learning resources, especially those that are publicly available. In addition, the researchers aimed to identify which subject-specific teaching skills current and prospective teachers already possess regarding the use of digital media, and whether these skills stem from their prior knowledge, attitudes toward digital technologies or the learning opportunities provided during their training. Furthermore, the team sought to understand how these individual skills are interconnected.

The project supports enhancing teacher training in STEM subjects in the context of the digital transformation. The focus is not only on media-based teaching methods but also on the subject-specific quality of digital learning materials, an aspect that has been largely overlooked in previous discussions.

Three main messages:

1. The quality of freely available digital learning resources in STEM subjects varies widely. As key decision-makers in selecting classroom materials such as explainer videos or AR apps, teachers should be able to identify specific quality indicators. The research team’s grid of clear criteria can support this process and serve as a valuable tool in both training and professional development.
2. According to the study, many (prospective) STEM teachers overestimated the quality of digital learning media. As with any medium, success in the classroom depends not only on the quality of the video or app, but also on how effectively teachers integrate these tools into their lessons. The study therefore explored how teachers choose digital media and how they adapt when the available resources are of suboptimal quality. Findings showed, for example, that many prospective teachers overrated explainer videos and often based their evaluations on factors unrelated to subject-specific didactic knowledge. While their subject-specific knowledge typically develops during teacher training, applying it to the use of digital media in STEM courses remains a challenge.
3. Teachers often assess digital learning resources, such as explainer videos and AR apps, based on external features like novelty or visual appeal, rather than on subject-specific, pedagogical criteria. The study indicates that teaching-specific knowledge alone does not guarantee the effective use of digital media (TPACK). Broad familiarity with a medium, such as explainer videos, is insufficient for successful classroom integration. Targeted training and professional development are essential, regardless of how well-established the digital medium may already be.

Teacher competencies for digital transformation in STEM teaching: Technological pedagogical content knowledge for the use of digital learning resources such as educational YouTube videos and augmented reality applications