Journal of Digital Learning in Teacher Education最新文献

{"title":"An exploration of preservice teachers’ perceptions of Generative AI: Applying the technological Acceptance Model","authors":"Shuling Yang, Carin Appleget","doi":"10.1080/21532974.2024.2367573","DOIUrl":"https://doi.org/10.1080/21532974.2024.2367573","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"134 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141714306","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}

{"title":"Effectiveness of a professional development program based on the instructional design framework for AI literacy in developing AI literacy skills among pre-service teachers","authors":"B. Younis","doi":"10.1080/21532974.2024.2365663","DOIUrl":"https://doi.org/10.1080/21532974.2024.2365663","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"24 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346310","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}

{"title":"Do years of teaching experience matter in maker teacher professional development? K-12 teachers’ knowledge, attitudes, and design of maker lessons","authors":"Ye Chen, Li Cao","doi":"10.1080/21532974.2024.2345055","DOIUrl":"https://doi.org/10.1080/21532974.2024.2345055","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141044212","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}

{"title":"Improving pre-service teachers’ argumentation skills: A holistic online scaffolding design approach","authors":"Beyza Ucar-Longford, Anesa Hosein, M. Heron","doi":"10.1080/21532974.2024.2320440","DOIUrl":"https://doi.org/10.1080/21532974.2024.2320440","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"28 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418861","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}

{"title":"Using student personas when developing digital mathematics learning resources to improve teacher training","authors":"Robert Weinhandl, L. Kleinferchner, Viktoria Riegler, Carina Schobersberger, T. Houghton, Z. Lavicza, Vasiliki Laina","doi":"10.1080/21532974.2023.2291370","DOIUrl":"https://doi.org/10.1080/21532974.2023.2291370","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"47 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006939","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}

{"title":"An analysis of the use of artificial intelligence in education in Spain: The in-service teacher’s perspective","authors":"Héctor Galindo-Domínguez, Nahia Delgado, Daniel Losada, Jose-María Etxabe","doi":"10.1080/21532974.2023.2284726","DOIUrl":"https://doi.org/10.1080/21532974.2023.2284726","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138621107","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}

{"title":"Literacy teacher preparation for technology integration: A design experiment","authors":"Poonam Arya, Tanya Christ, Ming Ming Chiu, Pei Li","doi":"10.1080/21532974.2023.2275781","DOIUrl":"https://doi.org/10.1080/21532974.2023.2275781","url":null,"abstract":"AbstractUsing formative design experiment, we engaged in iterative rounds of data collection, analysis, and redesign across three rounds to explore and hone 41 preservice-teachers’ (PTs’) preparation for selecting and integrating digital texts/tools in literacy instruction. Each PT submitted about two videos of literacy tutoring sessions (88 total). These were scored for quality using the DigiLit Framework rubric criteria. Multilevel regression modeling was used to explore potential changes in the quality across three rounds. Findings showed that shifts in literacy professor’s pedagogy (sharing model videos of digital texts/tools integration) resulted in improved PT’s practices (modeling literacy practices, modeling and guiding digital tool use, transformativeness). Further, findings underscore the importance of design experiments to uncover more effective teacher educator practices.Keywords: Teacher preparationliteracytechnology selection and integrationpreservice teachers Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by two university grants: one from the School of Education and Human Resources Research Support Committee; and the second from the University Research Committee.Notes on contributorsPoonam AryaPoonam Arya is a Professor of Reading, Language, and Literature at Wayne State University. Her research interests include studying eye movements, retellings, and oral readings of children as they transact with multimodal texts; digital literacies; and collaborative discussions of videos to support teachers’ reflective practice and decision-making processes. She can be reached by email at parya@wayne.edu.Tanya ChristTanya Christ is a Professor of Reading and Language Arts at Oakland University. Her research focuses on early childhood vocabulary, comprehension, and digital literacies learning; issues of educational access and equity; and teacher education. She can be reached by email at christ@oakland.edu.Ming Ming ChiuMing Ming Chiu is Chair Professor of Analytics and Diversity in the Special Education and Counseling Department, and Director of the Assessment Research Center, at The Education University of Hong Kong. He invented statistical discourse analysis and applied these and other advanced statistical methods to learning in educational contexts and beyond. He can be reached at mingmingchiu@gmail.com.Pei LiPei Li is a lecturer of English at Guizhou University, China and currently a post-doc fellow at Oakland University. She teaches courses related to language skills, language and culture, and intercultural communication. Her research interests include studying factors that enhance college students’ independent English as a foreign language reading, impact of virtual literature circles on Chinese students’ English reading, and factors that influence Chinese students’ intercultural communication abilities. She can be reached via email at lipei@oakland","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589814","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}

{"title":"AI in teacher education: What’s next?","authors":"Denise A. Schmidt-Crawford, Denise L. Lindstrom, Ann D. Thompson","doi":"10.1080/21532974.2023.2247308","DOIUrl":"https://doi.org/10.1080/21532974.2023.2247308","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135395345","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}

{"title":"TPACK in the age of ChatGPT and Generative AI","authors":"Punya Mishra, Melissa Warr, Rezwana Islam","doi":"10.1080/21532974.2023.2247480","DOIUrl":"https://doi.org/10.1080/21532974.2023.2247480","url":null,"abstract":"Abstract The educational impact of Generative AI (GenAI) technologies, such as ChatGPT, has received significant attention. We use the TPACK framework to discuss the types of knowledge teachers require to effectively use GenAI tools. We highlight the qualities of GenAI that make it like other digital technologies (they are protean, opaque, and unstable) as well as qualities that make it revolutionary (namely, they are generative and social). We describe how these traits affect specific knowledge domains (TK, TPK, TCK, XK, and TPACK) and explore implications for educators. Finally, we argue for a more expansive description of Contextual Knowledge (XK), going beyond the immediate context to include considerations of how GenAI will change individuals, society and, through that, the broader educational context.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"235 - 251"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49413013","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}

{"title":"Evidence of the ISTE Standards for Educators leading to learning gains","authors":"H. Crompton","doi":"10.1080/21532974.2023.2244089","DOIUrl":"https://doi.org/10.1080/21532974.2023.2244089","url":null,"abstract":"Abstract The International Society for Technology in Education (ISTE) empirically designed and published educator standards to provide a roadmap for educators on effective technology integration. The purpose of this further study was to determine what empirical evidence demonstrates that the educator practices have a positive impact on student learning. Using a scoping review methodology, a transparent protocol was used for searching, identifying, and selecting articles that map to the practices within the ISTE Standards. The findings of this study reveal that all the practices in ISTE educator standards led to learning gains. This study is important for researchers, practitioners, funders, and policymakers as it provides empirical evidence that the technology practices within the ISTE Standards lead to student learning gains.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"201 - 219"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47767858","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}