Moving bByond the Transmissive Logic of Educational Videos: a Critical Analysis of the Evolution of TPaCK Skills Among Teacher Trainers

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Published: Oct 24, 2026
DOI: https://doi.org/10.52358/mm.vi24.540
Keywords:
educational video educational design techno-pedagogical integration TPaCK teacher trainers

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Corinne Ramillon
Haute École pédagogique Valais
https://orcid.org/0000-0003-0039-7880

Abstract

In the context of accelerated digital transformation of higher education (Peraya et Peltier, 2020), educational videos have become the norm, often reproducing transmissive practices that keep learners in a passive role (Fyfield et al., 2022). This contribution examines the conditions that enable teacher trainers to move beyond this technology-centred approach towards a thoughtful integration of technology and pedagogy within specific disciplines. Based on doctoral research (Ramillon, 2024) carried out in French-speaking Switzerland with seven trainers (HEP Valais, HEP Fribourg, University of Geneva), the study articulates the TPaCK model (Koehler et Mishra, 2008) and the principles of multimedia learning (Mayer et Fiorella, 2022). The methodology triangulates pre/post questionnaires, analysis of multimedia video design evolution, and semi-structured interviews. The results reveal significant progress in the TPK and TPCK dimensions, accompanied by a notable improvement in multimedia design. Beyond these developments, the study highlights critical and ethical issues: the gap between institutional requirements and the actual design conditions, as well as the need for time to develop effective educational scenarios. The article discusses how training in educational design can restore trainer agency in the face of techno-enthusiastic discourse and favour reasoned rather than hasty integration.

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How to Cite
Ramillon, C. (2026). Moving bByond the Transmissive Logic of Educational Videos: a Critical Analysis of the Evolution of TPaCK Skills Among Teacher Trainers. Mediations and Mediatizations, (24), 112–127. https://doi.org/10.52358/mm.vi24.540
Issue
No. 24 (2026): Educational Digital Technology Under Critical Scrutiny
Section
Research articles
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biography

Corinne Ramillon, Haute École pédagogique Valais

A professor at HEP-VS, Ph.D., researcher, and educational technology engineer at LEAN, she supports the integration of digital technology into teaching through training, research, and the development of content focused on digital skills and media-enhanced learning. Her work draws in particular on the TPACK, SAMR, and ASPID models to strengthen teaching practices. She is particularly interested in the transfer of digital skills from educational settings to professional environments.

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