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Impact of Digital Transformation in Teacher Training Models最新文献

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Pandemic Impact on Adult Education and Training Practices in Portugal 流行病对葡萄牙成人教育和培训做法的影响
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch007
Luís Alcoforado, Ana Beatriz Figueiredo, A. Afonso
{"title":"Pandemic Impact on Adult Education and Training Practices in Portugal","authors":"Luís Alcoforado, Ana Beatriz Figueiredo, A. Afonso","doi":"10.4018/978-1-7998-9538-1.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch007","url":null,"abstract":"Portugal has been developing policy initiatives aimed at raising the levels of education and professional qualifications of the adult population. Among the most innovative practices resulting from these proposals, a system of recognition, validation, and certification of competences was implemented, based on centers and teams prepared for the development of these innovative activities. With the 2020 pandemic, educational practices, until then essentially face-to-face, were forced to use different means and to resort to digital technologies. This chapter presents the results of an investigation carried out through a questionnaire aimed at professionals from the centers that allows us to conclude that, despite some difficulties and regardless of the unquestionable importance of face-to-face activities, the use of digital technologies was presented as a good solution and can be enhanced in favor of training people and the activity of the centers.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129948602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Transformative Potential of the Ongoing Digital Revolution for the Studio Model of Design Education 正在进行的数字革命对设计教育工作室模式的变革潜力
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch009
P. Hardman
{"title":"The Transformative Potential of the Ongoing Digital Revolution for the Studio Model of Design Education","authors":"P. Hardman","doi":"10.4018/978-1-7998-9538-1.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch009","url":null,"abstract":"The digital revolution has been contributing to a paradigm shift in the studio model of design education for several decades; however, it is not the only factor. Developments in design practice, theory, and its outcomes are all contributing factors in this change, along with financial and organisational pressures in the institutions themselves. From the start of the global pandemic in 2019, rapid transformation took place in design courses as they were moved online to respond to new restrictions and periods of confinement. This chapter describe the fundamental characteristics of the studio model, identifies positive and negative aspects of its signature pedagogies, and discusses the ways in which the acceleration of digital transformation present both threats and opportunities for the future of design education. In the rapid transition to remote learning methods, it is crucial that existing inherent problems of the studio model are addressed and, if possible, resolved while preserving its essential character.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126419111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Potential of Using Smartphones in Teaching and Learning in Secondary School Education 智能手机在中学教学中的应用潜力
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch012
Mphatso Imwa, P. Cabral
{"title":"The Potential of Using Smartphones in Teaching and Learning in Secondary School Education","authors":"Mphatso Imwa, P. Cabral","doi":"10.4018/978-1-7998-9538-1.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch012","url":null,"abstract":"This study aimed at exploring the potential of smartphone use in education with a particular focus on secondary schools. The literature review provided massive methods and applications of the smartphone in teaching and learning plus the challenges that surround it. The review made it possible to identify that there is a group of teachers who perceive the use of the devices as pedagogical tools, and another group of teachers that are against or have a reservation towards its inclusion in education. Students deemed the smartphones as highly necessary compared to teachers. From a literature perspective, it can be that some teachers are immigrants; therefore, they have difficulties in adopting or adapting to the trend. The study suggested that it is essential to try out some projects, such as teaching students with smartphones, especially in developing countries like those in sub-Saharan Africa to yield comparison against traditional teaching and learning.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131599923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education 适用于教师继续教育的大规模在线开放课程(MOOCs)设计理论与实践原则
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch014
J. Machiavelli, P. S. Cavalcante
{"title":"Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education","authors":"J. Machiavelli, P. S. Cavalcante","doi":"10.4018/978-1-7998-9538-1.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch014","url":null,"abstract":"In populous countries with continental dimensions and a series of economic and infrastructure difficulties, such as Brazil, guaranteeing the quality of initial and continuing teacher education is a challenge. Therefore, researchers have been continually invited to think about new educational models. This chapter describes the theoretical and practical principles considered fundamental for teacher training that was carried out through massive open online courses (MOOCs) in a public higher education institution. Design-based research, a process that integrates design, quantitative, and qualitative methods to generate educational interventions, was the methodological path used to develop the MOOC. The principles are organized into five categories: human, pedagogical, structural and technological, regulatory, and analytical. Without pretending that they will function as protocols for planning, developing, offering, and evaluating MOOC-based courses, the authors hope that the results presented can be reconfigured, improved, and tried out in other educational offerings in varied contexts.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117083064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Educational WebTV With YouTube 教育网络电视与YouTube
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch013
A. Matta, Taiara G. Gonçalves, Francisca de Paula Santos da Silva
{"title":"Educational WebTV With YouTube","authors":"A. Matta, Taiara G. Gonçalves, Francisca de Paula Santos da Silva","doi":"10.4018/978-1-7998-9538-1.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch013","url":null,"abstract":"This chapter presents the result of applied research on developing effective educational television projects carried out on channels based on YouTube. The study aims to present the creation of a WebTV focusing on adult education and took place in the context of the adult education of the Centro de Educação Monteiro Lobato, involving young students (up to 30 years old and beyond the equivalent school age) in their teaching modality (EJA) in Feira de Santana. Following a qualitative approach, the research steps followed the principle of research group and instructional design from the interventional perspective from the interaction with the context in which the demand originates as well as in the construction of TV. At the end of the course, applied scientific knowledge on the construction of educational WebTV was developed, more specifically for the production of web-television knowledge for adult education.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"133 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132359888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Assessment of the Pandemic Period on Art and Design in Higher Education in Turkey 对土耳其高等教育艺术与设计流行时期的评估
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch010
Nilay Özsavaş Uluçay, Menşure Kübra Müezzinoğlu, Betül Karakaya
{"title":"An Assessment of the Pandemic Period on Art and Design in Higher Education in Turkey","authors":"Nilay Özsavaş Uluçay, Menşure Kübra Müezzinoğlu, Betül Karakaya","doi":"10.4018/978-1-7998-9538-1.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch010","url":null,"abstract":"The purpose of this study is to evaluate art and design education in terms of academicians in the pandemic period and to make suggestions against this situation. As a methodology of the study, a survey was conducted with the academicians working in art and design departments with a random sampling method, and data were collected and analyzed. As a result of the study, it was determined that the level of success in theoretical courses in online education increased, and applied courses were not efficient. The study aims to contribute to the literature by determining field-specific results to be a reference for future studies and improve the infrastructure of higher education institutions.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133250979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning During Emergency Remote Teaching in Portugal 葡萄牙应急远程教学中的学习
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch006
P. Cardoso, L. Morgado, Ana Paiva, João Paz, Elisabete Mendes, A. Loureiro, Inês Messias, N. R. Oliveira, A. Runa, Carlos Seco, Hugo Pereira, Márcia de Freitas Vieira
{"title":"Learning During Emergency Remote Teaching in Portugal","authors":"P. Cardoso, L. Morgado, Ana Paiva, João Paz, Elisabete Mendes, A. Loureiro, Inês Messias, N. R. Oliveira, A. Runa, Carlos Seco, Hugo Pereira, Márcia de Freitas Vieira","doi":"10.4018/978-1-7998-9538-1.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch006","url":null,"abstract":"This chapter will address results of LE@D's project “Teaching in Times of Emergency: Digital Transition,” which focused on the experience of rapid digital transition to an “emergency teaching,” a scenario quite different from distance education. Through a mixed methods approach, data was collected through an online questionnaire applied to students and videoconference interviews conducted with both higher education faculty and students. Participants in this research are students and faculty from eight Portuguese higher education institutions, four from universities (three public and one private) and four from polytechnic institutes (three public and one private), covering the regions of Lisbon and Tagus Valley, Alentejo and Algarve (Central and Southern Portugal). In this chapter, the authors present a preliminary analysis of the results obtained related to the psychological aspects experienced during this period, aiming at understanding the impact this shift has had on students' cognitive adaptation and social and emotional processes.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120978618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Integration of Digital Games Into Pedagogical Practice 将数字游戏融入教学实践
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch004
D. Ramos, Cláudia Regina Brito, Fernando Silvio Cavalcante Pimentel, Bruna Anastacio, G. M. D. Silva
{"title":"Integration of Digital Games Into Pedagogical Practice","authors":"D. Ramos, Cláudia Regina Brito, Fernando Silvio Cavalcante Pimentel, Bruna Anastacio, G. M. D. Silva","doi":"10.4018/978-1-7998-9538-1.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch004","url":null,"abstract":"The COVID-19 pandemic made more evident the role digital technologies can play in education and their relationships with teacher training, the flexibility of pedagogical processes, and the diversification of strategies and resources. This chapter analyses how digital games have been incorporated into pedagogical practices to reflect on the educational challenges and transformations and their consequences for teacher education. Considering the context of the pandemic and the use of digital games as alternatives to pedagogical practices during remote learning, a scoping literature review was conducted on the Web of Science. Initial searches revealed 68 works developed at different levels of education addressing a diversity of content. The game's motivating potential, the more active postures experienced by the students, and the contributions to learning are highlighted. There is evidence that the games were integrated into the curriculum, composing actions that involved other combined resources and pedagogical strategies.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134126719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining Online and In-Person Educator Preparation Program Learning Outcomes 检查在线和面对面的教育工作者准备计划的学习成果
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch001
T. Heafner
{"title":"Examining Online and In-Person Educator Preparation Program Learning Outcomes","authors":"T. Heafner","doi":"10.4018/978-1-7998-9538-1.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch001","url":null,"abstract":"The effectiveness of technology to support learning and the value of technology-mediated instruction are critical factors in determining the quality of educator preparation programs. A widely utilized, national measure of teacher readiness and preparation in the USA, edTPA, reports program completers' knowledge and skills in content-specific instructional planning and learner asset differentiation; pedagogical delivery and student engagement; and measures of learning and evaluative feedback to support individual student educational growth. This study leverages these performance scores to measure the equivalency of online teacher candidates' learning outcomes as compared to candidates completing traditional in-person [face-to-face (F2F)] programs. Results suggest candidates who completed the online pathway to teacher licensure were more classroom-ready. Findings challenge notions that traditional methods of teacher preparation are more effective pathways to becoming a teacher and suggest attributes of online learning may be linked to differences in candidate knowledge and skill preparation when equitable curricular opportunities are provided. In light of the global pandemic, the outcomes of this study offer support for the rising need for educators to adapt to the new reality of teaching and learning through technology.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130537105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Digital Teacher 数字化教师
Impact of Digital Transformation in Teacher Training Models Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9538-1.ch002
F. S. Fayda-Kınık
{"title":"The Digital Teacher","authors":"F. S. Fayda-Kınık","doi":"10.4018/978-1-7998-9538-1.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-9538-1.ch002","url":null,"abstract":"The requirements of Education 4.0 and the unprecedented impacts of COVID-19 on education have been digitally transformative in learning and teaching processes. It has become essential to create the digital teacher with the required qualifications, rather than an optional endeavor, as improving teachers' technological skills has become even more important. To qualify the digital teacher, both pre- and in-service teachers should be trained from the perspectives of technology, pedagogy, and content, which are synthesized in the technological pedagogical content knowledge (TPACK) framework. As a technology-integrated approach to teaching, TPACK conceptualizes the three main knowledge domains a teacher should have, including the intersections of these domains. Thus, this chapter explores and analyzes TPACK studies on teacher training. In this chapter, the theoretical background of the TPACK framework is introduced, and research surrounding TPACK studies is reviewed for teacher training purposes. Finally, the results are discussed with key considerations along with future research directions.","PeriodicalId":264130,"journal":{"name":"Impact of Digital Transformation in Teacher Training Models","volume":"274 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124264588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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