Enhancing teacher training for infographic creation and evaluation

Nadiia V. Olefirenko; Nataliia O. Ponomarova; Vira M. Andriievska; Olena O. Gulich; Andrii Y. Gaidus

doi:10.55056/cte.919

Authors

Nadiia V. Olefirenko H.S. Skovoroda Kharkiv National Pedagogical University https://orcid.org/0000-0002-9086-0359
Nataliia O. Ponomarova H.S. Skovoroda Kharkiv National Pedagogical University https://orcid.org/0000-0002-0172-8007
Vira M. Andriievska H.S. Skovoroda Kharkiv National Pedagogical University https://orcid.org/0000-0003-1632-4045
Olena O. Gulich H.S. Skovoroda Kharkiv National Pedagogical University https://orcid.org/0000-0002-3846-1916
Andrii Y. Gaidus H.S. Skovoroda Kharkiv National Pedagogical University https://orcid.org/0000-0001-8414-5765

DOI:

https://doi.org/10.55056/cte.919

Keywords:

infographic design, teacher digital competence, visual literacy, expert evaluation, educational technology, data visualization

Abstract

This study aims to develop an enhanced methodological framework for preparing pre-service teachers to create educational infographics and conduct expert evaluations of their effectiveness. Infographic creation is a complex multidisciplinary endeavor requiring both visual design skills and pedagogical knowledge. We present an updated training model built upon previous research (2015-2020) and enriched with recent advancements in digital competence frameworks, infographic design rubrics, and learning analytics. Our intervention consists of two complementary modules: "Infographics in Educational Activities" and "Expert Evaluation of E-tools' Quality". The experimental implementation involved 102 pre-service teachers, with quantitative results demonstrating significant improvements in infographic creation abilities and evaluation competencies in the experimental group across multiple measures. Key advancements include the integration of standards-based assessment frameworks, evolving technological tools for infographic creation, and alignment with digital competence frameworks for educators. This work contributes to the growing field of visual literacy in teacher education, addressing challenges in implementing complex visual representations within educational contexts while providing concrete methodological recommendations for teacher training programs.

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