In this publication, the author initially outlines the development of the availability and use of information and communication technologies, placing the domestic situation within a global context. Based on this foundation, Zylka highlights that both nationally and internationally, there is a multitude of terms in use, a deficit in theoretical grounding, and a lack of empirical measurement of media-related competencies, particularly in the field of teacher education. Furthermore, he notes that instruments for assessing media competencies often neglect cognitive dimensions. From these observations, two challenges arise that are addressed and explored within the work: the development of a questionnaire applicable in the context of teacher education regarding information technology.