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Exploring Teachers' Technology Integration Self-Efficacy through the 2017 ISTE Standards. 2017年ISTE标准对教师技术整合自我效能感的研究

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2021-08-05 DOI: 10.1007/s11528-021-00639-z

Frank C Gomez, Jesús Trespalacios, Yu-Chang Hsu, Dazhi Yang

引用次数: 17

Learning Design Experiences of the Namibian Teachers during the COVID-19 Pandemic: an Ethnographic Perspective. COVID-19大流行期间纳米比亚教师的学习设计经验:民族志视角

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-01-13 DOI: 10.1007/s11528-021-00684-8

Perien Joniell Boer, Tutaleni I Asino

{"title":"Learning Design Experiences of the Namibian Teachers during the COVID-19 Pandemic: an Ethnographic Perspective.","authors":"Perien Joniell Boer, Tutaleni I Asino","doi":"10.1007/s11528-021-00684-8","DOIUrl":"https://doi.org/10.1007/s11528-021-00684-8","url":null,"abstract":"This study presents an ethnographic account of the learning design experiences of six Namibian teachers during school closures caused by the COVID-19 pandemic. The study explores the emotions, perspectives and actions of these teachers and also reveals the influence of personal, institutional and national culture on their learning design decisions, processes and outcomes. This exploration is important because it surfaces and highlights teacher experiences with learning design that can be used to influence practice and policy in future emergency situations. Data were collected using a variety of educational ethnographic techniques including artefacts, formal and informal interviews, and stimulated recall from video presentations. Five knowledge criteria were identified around the learning design and innovative processes of emergency remote teaching. These knowledge criterion include the Professional and School Context, Emotions of the participants at the time; Perspectives and actions to meet the Challenge; Process and Preparations for Remote teaching; Learning Design Context-based Decisions (including the processes used; the outcomes, and teaching artefacts). Results indicate that the school situation and context influenced the appropriate learning design materials. Furthermore, results showed that lack of infrastructure, access and connectivity as well as teacher ICT confidence and competency affected the decision making in learning design. Most of all, fear of being infected by SARS CoV-2 and fear for one's life gripped teachers such that they were unable to fully engage in problem-solving for designing appropriate learning materials for learners.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"66 1","pages":"29-38"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8756409/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39828422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Effect of Best Possible Self Writing Activities on Preservice Teachers' Attitudes towards Technology Integration. 最佳自我写作活动对职前教师技术整合态度的影响。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-01-17 DOI: 10.1007/s11528-022-00696-y

Suzhen Duan, Marisa Exter, Timothy Newby

引用次数: 1

Hybrid or Online Doctoral Programs in Educational Technology. 教育技术的混合或在线博士课程。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-06-22 DOI: 10.1007/s11528-022-00754-5

Swapna Kumar, Kara Dawson

引用次数: 0

Teachers' Experiences with and Perceptions of Virtual Manipulatives Following the COVID-19 Pandemic. 2019冠状病毒病大流行后教师对虚拟教具的体验和认知

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-10-08 DOI: 10.1007/s11528-022-00796-9

Fayth Keldgord, Yu-Hui Ching

{"title":"Teachers' Experiences with and Perceptions of Virtual Manipulatives Following the COVID-19 Pandemic.","authors":"Fayth Keldgord, Yu-Hui Ching","doi":"10.1007/s11528-022-00796-9","DOIUrl":"https://doi.org/10.1007/s11528-022-00796-9","url":null,"abstract":"While the use of virtual manipulatives (VM) is rising in classrooms, there is still limited research. regarding teacher experiences with and perceptions of virtual manipulatives. Most of the research regarding teacher perceptions of VM has focused only on short-term uses following professional development sessions and none has highlighted the experiences of teachers using them during emergency remote teaching during COVID-19. The purpose of this study was to explore teacher perceptions and. experiences with virtual manipulatives following emergency remote teaching during COVID-19. To achieve this, the researchers conducted an online survey to gather data on educator's (n = 103) experiences, perceptions, and usage of virtual manipulatives. The qualitative and quantitative data show that educators feel that VM are a valid and feasible support of mathematics instruction when physical manipulatives are not available. Results regarding usage of virtual manipulatives including frequency of use, standards taught, and types used are presented and discussed.Supplementary information: The online version contains supplementary material available at 10.1007/s11528-022-00796-9.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"66 6","pages":"957-967"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9547563/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33516309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Leading Through the Enrollment Cliff of 2026 (Part II). 穿越2026年的招生悬崖(第二部分)。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-01-13 DOI: 10.1007/s11528-021-00688-4

Linda L Campion

引用次数: 1

Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design. 行动中的反思性设计:教师学习设计的合作自我民族志。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2021-11-16 DOI: 10.1007/s11528-021-00679-5

Shawn Bowers, Yu-Ling Chen, Yvette Clifton, Melissa Gamez, Heidi Hubbard Giffin, Meg Stanley Johnson, Laura Lohman, Linda Pastryk

{"title":"Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design.","authors":"Shawn Bowers, Yu-Ling Chen, Yvette Clifton, Melissa Gamez, Heidi Hubbard Giffin, Meg Stanley Johnson, Laura Lohman, Linda Pastryk","doi":"10.1007/s11528-021-00679-5","DOIUrl":"https://doi.org/10.1007/s11528-021-00679-5","url":null,"abstract":"Research on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how university faculty engage in reflective, iterative approaches to learning design. Collaborative analysis and interpretation of systematically collected data drawn from individual experiences in learning design reveal how faculty use reflection as a tool in learning design to recognize problems, devise solutions and constructively process emotions. Through reflection, faculty identify design solutions that are responsive to circumstances during course delivery, capture reasoning that informs design solutions for future course iterations and accurately gauge the appropriate timing of design changes based on factors such as scale and feasibility. This article offers detailed ethnographic evidence and new findings that enrich our understanding of claims made in previous interview-based studies of faculty design.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"66 1","pages":"17-28"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8593853/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39645866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Introduction to the Special Issue on Ethnographic Experiences in Learning Design. 《学习设计中的民族志经验》特刊导论。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-01-13 DOI: 10.1007/s11528-021-00691-9

Jill E Stefaniak, Jason K McDonald

引用次数: 1

Exploring the Factors Affecting Behavioural Intention to Use Google Classroom: University Teachers' Perspectives in Bangladesh and Nigeria. 探索影响使用谷歌课堂行为意向的因素:孟加拉国和尼日利亚大学教师的视角。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-01-28 DOI: 10.1007/s11528-022-00704-1

Musa Kallah Saidu, Md Abdullah Al Mamun

引用次数: 12

An Overview of the Common Elements of Learning Management System Policies in Higher Education Institutions. 高等院校学习管理系统政策的共同要素概述。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-07-05 DOI: 10.1007/s11528-022-00752-7

Darren Turnbull, Ritesh Chugh, Jo Luck

{"title":"An Overview of the Common Elements of Learning Management System Policies in Higher Education Institutions.","authors":"Darren Turnbull, Ritesh Chugh, Jo Luck","doi":"10.1007/s11528-022-00752-7","DOIUrl":"https://doi.org/10.1007/s11528-022-00752-7","url":null,"abstract":"Learning management systems form an integral part of the learning environments of most universities and support a wide range of diverse activities and operations. However, learning management systems are often regulated by institutional policies that address the general use of Information Technology and Communication services rather than specific learning management system policies. Hence, we propose that learning management system environments are complex techno-social systems that require dedicated standalone policies to regulate their operation. This preliminary study examined a selection of learning management system policies from twenty universities in four countries to identify some of the elements that are considered necessary for inclusion in policy documents. Seventeen individual elements of learning management system policy documents were identified from a synthesis of the policies. These were classified into six policy categories: Accounts, Courses, Ownership, Support, Usage, and Protection. The study also identified three additional qualities of learning management system policy documents: standalone comprehensibility, platform-neutral statements, and contemporary relevance. The findings of this study will serve as a useful template for developing dedicated standalone policies for the governance of university learning management systems.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":" ","pages":"855-867"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9255472/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40490331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7