Digital and AI Competence in Subject-Specific Education

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.

• Introduction 1. Theresa Summer, Karl-Heinz Gerholz, Regina Kaplan-RakowskiDigital and AI competence: International developments and discourses in subject-specific educationSection 1: Central issues in teacher education2. Jennifer Paetsch, Sebastian Franz, Moritz Leistner, Fitore Morina, Claudia SchnellböglEvaluating teacher professional development programs across subject areas: A framework for understanding digital competency development3. Gudrun Marci-Boehncke & Carolyn BlumeNegotiating digital competence and discourses of power in a Community of Practice in (foreign) language teacher education4. Jan-Erik Leonhardt, Carina Leonhardt, Alexandra Kemmerer, Annika Janßen, & Britta ViebrockIs there only so much we can do to foster digital literacy? Structural and institutional challenges in in-service language teacher education5. Christiane Klempin, Niels Okuniek, Joline Schmit, & Henning RossaBeyond technical skills in English as a foreign language teacher education: Exploring digital action competence three ways6. Daria Ferencik-Lehmkuhl, Charlotte Stehr, Janna Gutenberg, Michael Krelle, & Jörg JostA professional development program for teachers to foster reading competence in German lessons Section 2: Subject-specific education7. Konstantin Lindner & Manfred L. PirnerAddressing social media influencers in Religious and Ethics Education: A teacher training project to promote digital (ethical) sovereignty8. Hanna Velling & Jan C. SchubertCapturing pre-service teachers’ beliefs about teaching geography with digital media9. Anne-Marie LachmundLearners creating explainer videos: Teacher perspectives on fostering digital competences in the foreign language classroom10. Meral Roeben, Melissa Oezsoy, Christiane Lütge, Florian Schultz-Pernice, Yasemin Erdemgil, & Xiao ZhangForeign language teachers’ professional technology-related knowledge and skills: A subject-specific extension to the DigCompEdu Observe 11. Susan Parks, Sabrina Priego, & Laurence CapusInnovating with eTandem in the Canadian context: An emerging practice12. Megan DwingerDigital Individual Learning Paths for the language classroom: Theoretical groundwork, design, and future developments13. Bernd Frankemölle & Kerstin GöbelThe role of digital teaching experience for learning about digital as well as inter- and transcultural foreign language teaching in a web-based training14. Sea H. Choi, Hyun S. Cho, & Russell HugoTeaching cybersecurity fundamentals to heritage language students15. Matthias Grein & Janina M. Vernal SchmidtA digital transformation in everyday Spanish classes? Using habitus theory to trace transformation in classroom interactionsSection 3: Integrating AI and VR into subject-specific education16. Luciana C. S. Calvo, Shiri Rosenberg, Kyria R. Finardi, & Bruna S. S. MardeganArtificial intelligence in education: Connecting Brazil, Honduras, Israel, and Germany through a virtual exchange project17. Karl-Heinz Gerholz & Anne WagnerPromoting AI competences among Business teachers: A training concept and first evaluation of the effectiveness 18. Larena SchäferGenerative artificial intelligence in EFL teacher training: Principles for fostering AI literacy in the context of lesson planning19. Daniel Xerri & Josianne BlockLeveraging generative AI for teaching writing: A case study of two English language teachers20. Subin Nijhawan & Britta ViebrockFostering critical digital literacy with AI-generated texts: Insights from a case study into an English-speaking CLIL classroom in the Social Sciences21. Julie CummingsArtificial intelligence in language education: Community of Inquiry and Social L2 learning frameworks for teacher digital competence22. Leona DrosteThe role of professional learning communities in developing a training concept for language teachers on AI tools23. Zheying Zhu & Eunkyoung E. ChaDeveloping digital competence with high immersion virtual reality in K-12 foreign language education24. Theresa Summer, Claudia Schnellbögl, Michelle Zirkel, & Regina Kaplan-RakowskiPedagogical design cases of high-immersion VR in language education for sustainable developmentAfterword25. Christopher Kaiser & Stephane A. CharitosDigital and AI competence in education: Continuities and critical futures