Journal of Digital Learning in Teacher Education最新文献

{"title":"Thinking about computational thinking","authors":"G. Bull, J. Garofalo, N. Hguyen","doi":"10.1080/21532974.2019.1694381","DOIUrl":"https://doi.org/10.1080/21532974.2019.1694381","url":null,"abstract":"Abstract An educational team founded by Seymour Papert at MIT has developed an evolving series of computing environments designed to facilitate computational thinking. Papert outlined the goal of developing educational environments to facilitate the use of computer as a computational object in a seminal publication, Teaching Children Thinking (1970). He subsequently introduced the term Computational Thinking in Mindstorms: Children, Computers, and Powerful Ideas (1980). The understanding gained through five decades of research provides an important context for contemporary efforts to integrate computational thinking in schools.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"18 - 6"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1694381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45860467","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 exploratory approach for investigating the integration of computational thinking and mathematics for preschool children","authors":"Heather J. Lavigne, Ashley Lewis-Presser, Deborah Rosenfeld","doi":"10.1080/21532974.2019.1693940","DOIUrl":"https://doi.org/10.1080/21532974.2019.1693940","url":null,"abstract":"Abstract Developing computational thinking (CT) skills at a young age is critical for preparing preschool children to engage with the technologies that have become central to nearly every occupation and for improving achievements in STEM, literacy, and other disciplines. This paper builds on foundational research in early childhood math and CT by reporting on two studies that explore how teachers and children interact with activities that focus on three different CT skills: sequencing, modularity, and debugging. The goal of these exploratory studies was to better understand preschoolers’ current CT skills and how these skills can be leveraged along with teacher, peer, and technological support, to foster CT in non-coding learning environments.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"63 - 77"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1693940","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44434210","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":"The State of the JDLTE: Looking Good!","authors":"Ann D. Thompson, Denise A. Schmidt-Crawford, Denise L. Lindstrom","doi":"10.1080/21532974.2019.1648955","DOIUrl":"https://doi.org/10.1080/21532974.2019.1648955","url":null,"abstract":"As the Journal of Digital Learning in Teacher Education (JDLTE) finishes its 35th year of publication, it seems appropriate to provide our readers with a brief update on the state of the journal. We are pleased to report steady growth in most areas and somewhat dramatic growth in a few places. We have had a production challenge early this year, but that is now history for us. Our association with Taylor & Francis has provided access to extensive data on our work and we are happy to share some of these data in this column. Overall, we are seeing a steady growth in our number of submissions and a dramatic growth in our number of downloads. The dramatic increase in the number of downloads suggests that research published in JDLTE is reaching an expanding audience. Figures 1 and 2 summarize these results. Note that the submission data for 2019 are only for the first half of the year. We are now able to select a few of our articles for open access and we have begun this process by making the 2019 JDLTE research award paper,Where Are We Now? Technology Integration in Teacher Preparation by Ray Buss, Teresa Foulger, LeeAnn Lindsey, and Keith Wetzel available for all. Open access is the free, immediate, online availability of research articles and includes the ability to use these articles. JDLTE will work closely with our publisher to use this tool more in the future to provide our readers with easy access to selected publications. We will be sure to let both authors and readers know which of our articles are available through open access and how they can be accessed. In sum, open access is a valuable tool that will ensure a wider audience for research published in JDLTE. As part of our summary of the state of the JDLTE, we also acknowledge a problem in the JDLTE production schedule earlier this year. Due to some challenges with typesetters, Taylor & Francis delayed publication of JDLTE in the early part of 2019. By May 2019, however, we were back on schedule and we foresee no similar problems in the future. For 35 years the JDLTE has maintained its focus on research and practice in technology in teacher education and its connection to ISTE TEN. The JDLTE has a strong history of committed, thorough, and professional reviewers, and we would like to take this opportunity to recognize the commitment of these reviewers. Please take a look at our editorial review board listed on the first page of this issue; you will note our reviewers are well-known leaders and authors in the field of technology in teacher education. JDLTE reviewers have established a reputation for providing detailed and informed reviews that are useful to our authors, and we are extremely fortunate to have these capable and committed individuals working with us. Special issues focused on current issues in technology in teacher education have become a regular feature for JDLTE in recent years. In January 2018 we published a special issue on Makerspaces in Teacher Education, and in January ","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"35 1","pages":"200 - 202"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1648955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41472847","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":"Learning and Growing as Educators","authors":"Rachelle Dené Poth","doi":"10.1080/21532974.2019.1648160","DOIUrl":"https://doi.org/10.1080/21532974.2019.1648160","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"35 1","pages":"198 - 199"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1648160","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41897987","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":"Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education","authors":"Lisbeth Amhag, L. Hellström, Martin Stigmar","doi":"10.1080/21532974.2019.1646169","DOIUrl":"https://doi.org/10.1080/21532974.2019.1646169","url":null,"abstract":"Abstract Based on a study at two Swedish universities, this article aimed to identify teacher educators' use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey included 16 questions, with closed- and open-ended varieties. Two theoretical foundations were used: the TPACK model and, as a complement, computer self-efficacy. Through analysis of self-reported use, competence, and need for professional training in digitalization in teaching, results show that teacher educators do not use digital tools primarily for pedagogical purposes. Thus, they need extensive pedagogical support in creating digital teaching. Further, teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools to increase motivation for concrete, effective, and subject-oriented successful examples as presented by experienced teachers.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"35 1","pages":"203 - 220"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1646169","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44810988","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":"Personalized Professional Learning and Teacher Self-Efficacy for Integrating Technology in K–12 Classrooms","authors":"Allison B. Hall, J. Trespalacios","doi":"10.1080/21532974.2019.1647579","DOIUrl":"https://doi.org/10.1080/21532974.2019.1647579","url":null,"abstract":"Abstract The purpose of this study was to investigate the impact of personalized professional learning in teachers’ comfort level and their self-efficacy toward information and communications technology (ICT). Four hundred and eighteen teachers completed the program of study in its entirety and 247 (59%) of them completed both pre- and post-program surveys. Results showed that the personalized professional learning improved significantly teachers’ perceived comfort level with ICT skills and their self-efficacy toward integrating ICT.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"35 1","pages":"221 - 235"},"PeriodicalIF":0.0,"publicationDate":"2019-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1647579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48314455","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":"Collaborative Case-Based Virtual Learning in Higher Education: Consultation Case in Special Education","authors":"M. Takala, Kim Wickman","doi":"10.1080/21532974.2019.1646171","DOIUrl":"https://doi.org/10.1080/21532974.2019.1646171","url":null,"abstract":"Abstract Collaborative case-based virtual learning was used with special teacher education students from Finland (N = 94) and Sweden (N = 59). The case was about consultation and was tailor-made to fit their studies. The case was used as a bridge between theoretical and practical studies, and consisted of videos of an imaginary school, which proceeded in the form of a narrative. The goals for the students were practicing challenging situations and critical thinking in small groups—a kind of artificial experience building. After completing the case, the students responded to a questionnaire about it. They evaluated the case positively as a new, inspiring method. Only a few critical comments were received, such as that there was too little time for deep discussion. The method of virtual learning seems to be a good, inspiring way to study in higher education, as an alternative to lectures. Other topics these students would like to study in a similar way were issues related to interaction and new professional skills, such as co-teaching or discussions with parents. The different aspects of this kind of virtual collaborative learning are discussed.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"35 1","pages":"236 - 248"},"PeriodicalIF":0.0,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1646171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45684518","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":"Physical Education Preservice Teachers’ Academic and Social Engagement in Online Kinesiology Course","authors":"Takahiro Sato, J. Haegele","doi":"10.1080/21532974.2019.1619108","DOIUrl":"https://doi.org/10.1080/21532974.2019.1619108","url":null,"abstract":"Abstract The purpose of this study was to investigate physical education preservice teachers’ academic and social engagement in an online life-span motor development course. This study was based on theory of transactional distance. Seven undergraduate physical education majors, who were enrolled in an online course at a Midwestern public university in the United States, participated in this study. Data collection included face-to-face open-ended interviews, bulletin board discussion logs, and research writing projects. A constant comparative method was used to interpret the data. Four interrelated themes emerged from the pr-service teachers’ narratives; transition from face-to-face to online course learning, socially acceptable and critical responses, lack of writing skills, and appreciation of instructors’ midterm evaluation. As online kinesiology courses continue to grow, success and failure of online courses should be gauged through instructional content, students’ grade-based outcomes, cognitive development, writing skills, course completion rates, and kinesiology course matriculation.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"35 1","pages":"181 - 196"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1619108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42493120","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":"Flipped Learning in Flipped Classrooms: A New Pathway to Prepare Future Special Educators","authors":"Robin Brewer, Sara Movahedazarhouligh","doi":"10.1080/21532974.2019.1619110","DOIUrl":"https://doi.org/10.1080/21532974.2019.1619110","url":null,"abstract":"Abstract Preparing high-quality special education teachers is the purpose of special education teacher education programs. Educators are focusing on ways to enhance traditional models of teaching and learning in higher education. One alternative, flipped learning, reverses a traditional model of learning by providing content typically presented during class lectures, outside of class through videos, online modules, and so on. During class, active learning occurs, applying concepts to hands-on activities. This qualitative study explored special education teacher candidates’ perceptions regarding their experiences in a flipped course. To understand participants’ experiences, teacher candidates participated in digitally recorded focus groups. Each transcribed recording was then analyzed using NVivo 11, and content analysis resulted in a variety of themes presented in this study with suggestions for practice and further research.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"35 1","pages":"128 - 143"},"PeriodicalIF":0.0,"publicationDate":"2019-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1619110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43718264","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":"“If the Lesson Is Not Going as Planned, Learn From It and Adapt”: Examining a Hybrid Field Experience","authors":"Robyn Seglem","doi":"10.1080/21532974.2019.1619109","DOIUrl":"https://doi.org/10.1080/21532974.2019.1619109","url":null,"abstract":"Abstract This article examines the possibilities of supplementing field experiences with digitally mediated third spaces as a way to foster relationships between urban youth and middle-class teacher candidates. Pairing these experiences with a well-remembered events framework, this study explores how relationships built primarily through digital tools influence preservice teachers’ understanding of teaching. Drawing upon 4 months of data, composed of preservice teachers’ reflections, this study examines the experiences identified by preservice teachers as memorable and unpacks the lessons digitally mediated experiences provide. This study concludes by pointing to technology as a potential solution for helping teacher education institutions create meaningful experiences between preservice teachers and youth in urban centers.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"35 1","pages":"165 - 180"},"PeriodicalIF":0.0,"publicationDate":"2019-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1619109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47116220","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}