The use of digital learning material offers new possibilities for teaching and learning in schools: Learning content can be conveyed in different forms of presentation (text, video, audio, graphics) and can be made available to students throughout the learning process, facilitating self-paced learning (cf. e.g. Sánchez Moreno & Martínez, 2022). Compared to analog media, digital media offer more opportunities in self-learning phases to adapt the learning material to the learners (adaptivity) and more interactivity to stimulate students' own activity and to provide them with direct feedback (Köster, 2018). Thus, the findings of Spitzler and Musslick's (2021) study indicate, that digital learning environments can help teachers to support students adaptively (ibid.). Furthermore, digital media can support the implementation of alternative didactic concepts, such as the flipped classroom approach (e.g. Álvarez-García & Enríquez-Díaz, 2020).

However, the International Computer and Information Literacy Study (ICILS) shows that in Germany, digital media are used less frequently in the classroom than in other countries (IEA-ICILS; Fraillon, Ainley, Schulz, Friedman, & Duckworth, 2019). Yet, the use of digital learning materials presupposes that teachers have been appropriately prepared for it and possess the corresponding competencies (Eickelmann, Drossel & Heldt, 2021). According to the state of research, this is precisely where a glaring deficit lies in the context of teacher training in Germany: For example, a shortcoming is evident in the adequate training of teachers in this area, according to which only about a quarter of teachers in each case have learned how to use digital media (25.9%) or apply them in teaching (26.6%) as part of their training (ibid.) – however, these data refer to the situation before the COVID-19 pandemic. The COVID-19 pandemic caused a surge in digitization worldwide through the increased use of digital media in distance education (see, e.g., Sonnenburg & Hornberg, 2022), including Germany. At the same time, however, the pandemic also highlighted the lack of media competencies among teachers: One challenge that emerged were the different competencies and experiences of teachers who had to switch to (an almost) nationwide digital distance instruction unpreparedly (cf. in overview Sonnenburg, Buddeberg & Hornberg, 2022). Even though the study results show that younger teachers tended to be trained more in the area of digital media, indicating a gradual development of teacher education in Germany, there is still a considerable need for development (Eickelmann et al., 2021).

Particularly in the creation and use of digital learning materials, it is important that student teachers not only learn the technical skills to use digital media but receive support in the area of media didactic competence (see Blömeke, 2017). Appropriate learning opportunities are considered essential in teacher education for the acquisition of digital media competence in order to learn and practice the use of digital media in the classroom in a way that promotes learning (see e.g. Reintjes et al., 2021).

In order to teach student teachers both technical and didactic media competencies, we designed and implemented a teaching-learning concept for university teacher education. As part of this teaching-learning concept, student teachers create digital, interactive learning material themselves using the open source software H5P. They also test it in the role of the learner. This gives student teachers the opportunity to gain experience with digital interactive learning materials from both the teacher's and the learner's perspective. Based on this, the project presented here examines how student teachers can thereby be supported in dealing with media-didactic aspects in the creation and use of digital learning materials.

The teaching-learning concept was carried out in several semesters in the context of regular seminars. In summer semester 2022, it was used in the context of two master's seminars in the profession of education. The following questions were explored: How do the student teachers perceive their teaching and learning experience with digital, interactive learning material in the course? And which media-didactic considerations regarding the design and use of digital learning materials are evident in the statements of the student teachers? These questions are addressed with a qualitative research approach. At the end of the course, semi-structured interviews were conducted with 12 students from these seminars. The sample consisted of master's students because they had already attended courses on general didactics in the bachelor's program and they also had initial experience in school practice through internships. The interview guide includes questions on didactic considerations and the support provided by the self-study course we developed, the students' own learning experiences with interactive learning material, advantages, potentials, disadvantages and limitations as well as on the use of digital interactive learning material in school. The interviews were analyzed using qualitative content analysis, which is a well-known procedure to evaluate qualitative data by being transparent and by following strict rules. According to the standards of the qualitative content analysis, a guideline to code the interviews was created (Kuckartz, 2016; Mayring, 2014). Subsequently, in the second step of the analysis, the relevant text passages of the interviews were assigned to categories using the software MAXQDA. The interviews were coded by two coders. By doing so, the various text passages of the different interviews were analyzed in a summary. The categories were created in a deductive-inductive way: First, deductive categories were formed based on the scientific discourse. These were then used to analyze the data material. In the course of the analyses, additional inductive categories were added from the data material. This procedure makes it possible both to tie in with previous scientific findings and to generate new findings from the data.

Initial results show that students reflect on the use of digital media in the classroom from a learner and teacher perspective based on the experience they had in the seminar. From the learner's perspective, they report the benefits of digital interactive learning materials such as learning at one's own pace, more intensive learning experiences, increased motivation due to increased self-activity, and a higher perceived learning success compared to analog learning with texts. From the perspective of a prospective teacher, the students' statements in the interviews show that the good design of interactive learning material is discussed as a prerequisite for greater learning success among the learners, the importance of cooperation between teachers in the joint design and use of digital interactive learning material is mentioned, and the importance of the continued need for personal learning support for learners by teachers is reflected. The initial results thus provide indications that the teaching-learning concept presented here and the process-accompanying integration into regular seminars can promote technical as well as media-didactic competencies among students in the design of digitally supported learning material. On the basis of further findings, this paper identifies and discusses possibilities for implementing the teaching of media competencies to student teachers as a cross-sectional task in regular courses. Thus, this is not only a contribution for teacher education in Germany but the findings are equally relevant for other European and non-European countries.

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