Technology Pedagogy and Education最新文献_第9页

Taking stock of teaching practice at the onset of COVID-19 盘点疫情发生时的教学实践

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-12-22 DOI: 10.1080/1475939X.2022.2158923

Laura Teichert, Susan V. Piazza

引用次数: 0

Making the shift to virtual professional learning 向虚拟专业学习转变

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-12-16 DOI: 10.1080/1475939X.2022.2156918

Laura Morrison, J. Hughes

引用次数: 0

Providing rigour, differentiation, and sense of community using a three-pronged VoiceThread discussion strategy during the pandemic 在大流行期间使用三管齐下的VoiceThread讨论策略，提供严谨、差异化和社区意识

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-10-20 DOI: 10.1080/1475939X.2022.2138959

Fatemeh Mardi

引用次数: 0

Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans 利用技术促进学生学习？职前教师与在职教师课程计划分析

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-10-20 DOI: 10.1080/1475939X.2022.2083669

Christina Wekerle, I. Kollar

{"title":"Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans","authors":"Christina Wekerle, I. Kollar","doi":"10.1080/1475939X.2022.2083669","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2083669","url":null,"abstract":"ABSTRACT Technology may promote student engagement in high-level learning processes in the classroom. Yet, whether teachers really exploit technology’s potential to support student learning depends on their expertise. The authors compared pre-service and technology-experienced in-service teachers’ reasoning about technology-enhanced lessons by means of lesson plans. The authors assumed that technology-experienced teachers’ lesson plans would target more high-level learning activities than those of pre-service teachers. They asked N = 134 pre-service and technology-experienced in-service teachers to plan an ideal technology-enhanced classroom lesson. The teachers were requested to report the types of learning activities they would have students engage in, both during technology-enhanced and non-technology-enhanced lesson activities. As assumed, in-service teachers were more likely to include higher-level technology-enhanced learning activities than pre-service teachers. However, the authors found no differences for non-technology-enhanced learning activities. Based on these findings and further qualitative analyses, implications for curriculum design are drawn.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45054983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Supporting teachers’ engagement with student thinking in teacher-captured video-based professional development environments: factors and implications 在教师拍摄的基于视频的专业发展环境中支持教师参与学生思维：因素和启示

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-10-19 DOI: 10.1080/1475939X.2022.2130967

Katrina Borowiec, A. Bopardikar, Courtney Castle

{"title":"Supporting teachers’ engagement with student thinking in teacher-captured video-based professional development environments: factors and implications","authors":"Katrina Borowiec, A. Bopardikar, Courtney Castle","doi":"10.1080/1475939X.2022.2130967","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2130967","url":null,"abstract":"ABSTRACT Video of teachers’ own classrooms is used in professional development (PD), with recent research pointing to the promise of teacher-captured video and collegial discourse in Video Clubs (VCs). Using a sequential explanatory mixed-methods design, this study investigated teachers’ engagement with student thinking during VCs, which were part of a PD model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in VCs. The discourse of two school teams revealed a marginally significant change in teachers’ focus on student thinking, interpretive stance and the specificity of their discourse over time. Additionally, features of the presenting teacher’s video case (e.g., case question specificity) appeared to have influenced teachers’ interpretive stance in making sense of student thinking. Potential factors contributing to teacher discourse and implications for designing and implementing VCs with teacher-captured video in fostering teachers’ engagement with student thinking are discussed.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46122387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relevance of pre-service teacher training to use ICT for the actual use in classrooms – focus on German secondary schools 职前教师培训与课堂实际使用信息和通信技术的相关性——以德国中学为重点

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-10-10 DOI: 10.1080/1475939X.2022.2129772

Ramona Lorenz, Melanie Heldt, Birgit Eickelmann

{"title":"Relevance of pre-service teacher training to use ICT for the actual use in classrooms – focus on German secondary schools","authors":"Ramona Lorenz, Melanie Heldt, Birgit Eickelmann","doi":"10.1080/1475939X.2022.2129772","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2129772","url":null,"abstract":"ABSTRACT Integrating digital media into education and fostering school students’ competencies in computational thinking and media literacy requires comprehensive information and communication technology (ICT)-related pre-service teacher training. However, it remains unclear whether such training is associated with a more frequent use of ICT in classrooms and the fostering of students’ competencies. Furthermore, it is uncertain if the frequency of ICT use is related to pre-service teachers’ practical experience. These questions are examined based on a representative German secondary school teacher survey (N = 1218) using logistic regression analyses. Taking further variables on school level and teacher level into account, it could be shown that teachers’ self-assessed technological pedagogical and content knowledge to use ICT in instruction is the most relevant predictor of the frequency of use and the fostering of students’ computational thinking. Overall, there were hardly any differences between the more theoretical and the more practical phases of teacher education.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47221230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Facilitating social innovation through a school emergency preparedness hackathon in Pakistan 在巴基斯坦通过学校应急准备黑客马拉松促进社会创新

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-09-21 DOI: 10.1080/1475939X.2022.2123033

A. Naseem, Sohail Ahmad, Shahtaj Yousuf, Haider Ali, A. Mian

引用次数: 1

Mobile learning-technology barriers in school education: teachers’ views 移动学习技术在学校教育中的障碍：教师的观点

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-09-21 DOI: 10.1080/1475939X.2022.2121314

K. Nikolopoulou, V. Gialamas, Konstantinos Lavidas

{"title":"Mobile learning-technology barriers in school education: teachers’ views","authors":"K. Nikolopoulou, V. Gialamas, Konstantinos Lavidas","doi":"10.1080/1475939X.2022.2121314","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2121314","url":null,"abstract":"ABSTRACT Despite the significant growth and capabilities of mobile technologies, there is limited empirical evidence on teachers’ perceived mobile technology-learning barriers. This study investigated Greek teachers’ perceptions of barriers to using mobile technology in school classrooms. A 28-item questionnaire was administered to 557 teachers and six barrier-factors were extracted: ‘lack of resources’, ‘lack of support’, ‘lack of time’, ‘lack of teacher confidence’, ‘class conditions’ and ‘concerns about students’. The questionnaire was a valid and reliable tool for the investigation of various dimensions of teachers’ perceived barriers. Gender, school level, age and ICT training had significant but small effects on specific barrier-factors. The order of importance of barrier-factors was similar for users and non-users (‘lack of resources’, ‘support’ and ‘class conditions’) independently of the type of mobile device used in class. ‘Concerns about students’ was identified as a major barrier only by non-users. Implications for educational policy and professional training are discussed.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47475404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Teaching digital literacy: are teachers’ perspectives consistent with actual pedagogy? 数字素养教学：教师的观点与实际教学法一致吗？

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-06-29 DOI: 10.1080/1475939X.2022.2091015

Ronen Kasperski, I. Blau, G. Ben‐Yehudah

{"title":"Teaching digital literacy: are teachers’ perspectives consistent with actual pedagogy?","authors":"Ronen Kasperski, I. Blau, G. Ben‐Yehudah","doi":"10.1080/1475939X.2022.2091015","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2091015","url":null,"abstract":"ABSTRACT This study mapped instructional strategies that promote core digital literacies, as conceptualized by three theoretical frameworks: the digital competencies (DC) model (Eshet-Alkalai, 2004; 2012) the five core-competencies (5C) model (Hwang, Lai, & Wang, 2015) and the DigComp framework (Ferrari, 2013). Findings from a large qualitative sample of 65 Israeli elementary and middle-school teachers-experts in technology-enhanced pedagogy, demonstrated that their perspectives in semi-structured interviews were mostly consistent with their actual behavior observed in classrooms. Teachers over-emphasized certain competencies (searching for knowledge, photo-visual thinking, socio-emotional learning, constructing knowledge), while others competencies were significantly less common (real-time thinking, branching literacy and problem-solving skills). Based on bottom-up coding, we identified unique characteristics of digital literacy, suggested several modifications of the DC, 5C and DigComp frameworks, and mapped the level of instructional strategies (foundational, intermediate, or advanced) used to develop students' digital literacies. We discuss the implications of the findings for educational theory and practice.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46466034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Interrelationship between levels of digital competences and Technological, Pedagogical and Content Knowledge (TPACK): a preliminary study with Polish academic teachers 数字能力水平与技术、教学和内容知识(TPACK)之间的相互关系:对波兰学术教师的初步研究

IF 4.9 3区教育学

Technology Pedagogy and Education Pub Date : 2022-06-27 DOI: 10.1080/1475939X.2022.2092547

Nataliia Demeshkant, Sławomir Trusz, Katarzyna Potyrała

{"title":"Interrelationship between levels of digital competences and Technological, Pedagogical and Content Knowledge (TPACK): a preliminary study with Polish academic teachers","authors":"Nataliia Demeshkant, Sławomir Trusz, Katarzyna Potyrała","doi":"10.1080/1475939X.2022.2092547","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2092547","url":null,"abstract":"ABSTRACT The purpose of this study was to develop and to validate a study tool for determining the levels of academic teachers’ digital competence regarding the TPACK framework and self-reflection questionnaire of the European Competence Framework for the Digital Competence of Educators in the context of higher education. The classic 7-factor TPACK model was changed to a 2-factor model (Pedagogical and Technological Knowledge). A survey was administered to 103 academic teachers from Polish universities. Exploratory factor analysis and confirmatory factor analysis confirmed the goodness-of-fit for the 2-factor TPACK model for higher education studies and internal consistency of the study survey. Descriptive analysis indicated a significant negative correlation between some demographic variables and domains from both factors. However, some positive associations with certain variables from the professional background were also noticed. Implications for professional development and suggestions regarding teachers’ digital competences and TPACK are discussed.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5