Journal of Digital Learning in Teacher Education最新文献

{"title":"Supporting preservice economics teachers in creating high-quality instructional videos","authors":"Malte Ring, T. Brahm","doi":"10.1080/21532974.2023.2245064","DOIUrl":"https://doi.org/10.1080/21532974.2023.2245064","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42144242","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 interactive technologies to enhance student engagement in higher education online learning","authors":"S. Getenet, Eseta Tualaulelei","doi":"10.1080/21532974.2023.2244597","DOIUrl":"https://doi.org/10.1080/21532974.2023.2244597","url":null,"abstract":"Abstract The challenge addressed in this study is how the effectiveness of Padlet, Panopto video-embedded quizzes and Google Docs can be evaluated in terms of student engagement. Using a range of data sources, we discussed whether each technology influenced various dimensions of student engagement. The study found that certain technologies improved students’ behavioral and cognitive engagement and they provided students with flexible opportunities for social, collaborative and emotional engagement. By enhancing the online opportunities for behavioral, cognitive and interpersonal engagement, specific technologies helped engage students with what and how they were learning. It concludes with further recommendations aimed toward the intentional use of technology for improving students’ online learning engagement.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"220 - 234"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45129536","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":"Tweeting with colleagues: A study of an institutional hashtag","authors":"L. Eutsler, Daniel G. Krutka, Jessica Gallow, Krystle Brom","doi":"10.1080/21532974.2023.2235018","DOIUrl":"https://doi.org/10.1080/21532974.2023.2235018","url":null,"abstract":"Abstract Higher education work is often conducted in silos without the in-person interactions that characterize other educational settings. This is increasingly evident since the COVID-19 pandemic led to a significant shift in online communication and remote work. Educators might grow from understanding the types and quality of interactions that social media could facilitate. We investigate a dataset of 557 tweets from 51 participants over 2-years of an institutional hashtag in a College of Education. We analyze who tweets, the frequency of interactions, and supportive reasoning from seven participant interviews. Shaped by networked participatory scholarship utilizing a mixed-method research design, we discern tweeting differences based on role and found the most common reason to tweet is for affective reasons. Faculty and the college Twitter account encompass 66% of Tweets, with the least likes from the college, department, and university. Tweets receiving the most likes were generally positive and focused on faculty and student accomplishments. Individual interviews indicate the institutional hashtag led to a sense of connectedness, with regret toward not using the hashtag more frequently. We describe why participants tweeted, and offer benefits, drawbacks, possibilities, and suggestions for the use of an institutional hashtag to connect a networked institutional community.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"182 - 200"},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47387500","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":"Two Very Interesting Developments: JDLTE is Now Q1! And Can ChatGPT Write Our Column for Us?","authors":"Ann D. Thompson, Denise A. Schmidt-Crawford, Denise L. Lindstrom","doi":"10.1080/21532974.2023.2217742","DOIUrl":"https://doi.org/10.1080/21532974.2023.2217742","url":null,"abstract":"Note that the JDLTE is now a Q1 journal, indicating that it is in the top 25% of education technology journals in citations. JDLTE has made consistent gains in this area, and is now classified as Q1, important information for our authors and readers. In other news, our technology in teacher education community is beginning to use and research possible applications of AI tools such as ChatGPT. To better understand the writing capabilities of ChatGPT, we decided to ask this tool to write our column for us. After trying several prompts, we entered the prompt “Write a column for a technology in teacher education journal about potential use of ChatGPT in teacher education” and this is what appeared:","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"130 - 131"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49128562","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 quest for quality within an online educational marketplace: Indicators of expert-evaluated quality in U.S. history activities","authors":"Catharyn C. Shelton, Leanna M. Archambault, L. Harris","doi":"10.1080/21532974.2023.2210318","DOIUrl":"https://doi.org/10.1080/21532974.2023.2210318","url":null,"abstract":"Abstract Online educational marketplaces such as TeachersPayTeachers.com (TPT) have become popular among teachers, but the quality of materials offered is inconsistent. This descriptive study explored quality indicators for site materials. Examining a sample of TPT’s 100 best-selling 11th-grade U.S. history activities, we compared overall quality scores (as evaluated by three experts) with user review metrics and store characteristics. Expert ratings were not correlated with average user ratings, the number of user ratings, qualitative user feedback, the resource’s popularity rank, or marketing appeal. However, price and the seller’s number of followers were positively correlated with expert ratings, albeit weakly. These findings highlight how for-profit educational marketplaces constrain teachers’ ability to access and evaluate curricular materials. Ways forward for teachers, teacher educators, and the for-profit platforms are discussed.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"145 - 163"},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46846565","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":"Professional digital competence (PDC) in teacher education – teacher candidates reasoning about programming when involved in problem-solving activities with digital tools","authors":"Emma Edstrand, J. Sjöberg","doi":"10.1080/21532974.2023.2210317","DOIUrl":"https://doi.org/10.1080/21532974.2023.2210317","url":null,"abstract":"Abstract The increased emergence of digital tools in educational contexts have changed the conditions for teaching and learning which, in turn, has meant a need for the development of professional digital competence (PDC) among teachers worldwide. Simultaneously, and aligned with this, programming has become an increasingly important part of schooling in many parts of the world and a step toward developing computational thinking. In this paper we investigate teacher candidates reasoning about programming when involved in problem-solving activities with digital tools. The unit of analysis is programming activities conducted by a group of 17 teacher candidates in a Swedish primary teacher education. The research question posed is: How do digital tools co-determine teacher candidates’ reasoning about programming and its pedagogical application during problem-solving activities with digital tools designed for teaching? Drawing from a sociocultural approach, the results of the present study imply that the teacher candidate’s appropriation of knowledge is co-determined by the digital tool itself and as such it does not provide any deeper understanding for its pedagogical use.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"132 - 144"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46996301","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":"Teachers taking it online: Measuring teachers’ self-efficacy to teach online after completing a training program on distance education","authors":"Kevin J. Graziano, Shartriya Collier, Danette Barber","doi":"10.1080/21532974.2023.2210319","DOIUrl":"https://doi.org/10.1080/21532974.2023.2210319","url":null,"abstract":"Abstract Research on the effects of ongoing professional development on distance education and teachers’ online teaching self-efficacy is sparse. This quantitative study examines secondary teachers’ self-efficacy to teach online after completing an online, six-week professional development training program on distance education. During the 2020–2022 calendar years, 51 secondary teachers from a large, urban school district in the southwest participated in this study. Data were collected using a modified version of Gosselin’s Online Teaching Self-Efficacy Inventory. Using Shapiro-Wilk tests, results indicate participation in the program had a significant impact in all five of the self-efficacy domains for online teaching, with posttest means higher than pretest means for all scales. Recommendations for further research and implications for teacher educators are provided.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"164 - 178"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42124991","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":"Thinking about our digital afterlives: A new and important digital literacy","authors":"Ann D. Thompson, Denise L. Lindstrom, Denise A. Schmidt-Crawford","doi":"10.1080/21532974.2023.2179785","DOIUrl":"https://doi.org/10.1080/21532974.2023.2179785","url":null,"abstract":"For this issue, we highlight one of the current articles, Teachers’ Transformative Learning on Digital Afterlife. Because the article provides a novel and useful example of the possibilities to expand issues of media literacy into new and important life areas, we would like to focus on both the unusual topic and the research approach. Although it is rare for us to single out one article for the editors’ column, we agree that this article is different enough from our usual research articles to merit individual attention. In addition to the unusual topic, the article provides a useful model for designing and implementing research in relatively new areas. In this column, we focus on highlighting the topic and the research design and encourage our readers to read the details in the article. The topic digital afterlife refers to the digital history each of us will leave behind on our various devices when we die. Although this digital history may be lengthy, personal, and detailed in many cases, we currently do not have agreed-upon procedures and rules for ownership of the contents of accounts, messages, photographs, projects at the time of a person’s death. Authors have suggested the importance of thinking through the ownership of the content sooner rather than later. Because our culture tends to ignore the reality of death for each of us, it is not surprising that the teachers in the professional development experience centered on digital afterlife were initially surprised, if not shocked, by the topic. The authors point out that this initial reaction of the professional development participants provided a good fit for the transformative knowledge learning theory base. Transformative learning theory is generally focused upon adult learning and usually begins with a disorienting dilemma. A disorienting dilemma is a situation where a learner finds that new information upsets or challenges their thoughts and/or practices. This disorienting dilemma provides motivation for a new learning experience and a possible change in behavior. In the case of this article, the disorienting dilemma is the introduction of the concept of digital afterlife. A large majority of the teachers in the study indicated they had never thought about their digital afterlife prior to this professional development experience. The article in this issue provides a clear introduction to the idea of digital afterlife and a theoretical base that helps organize and create knowledge in this new media literacy. Authors used the five stages in transformative learning as a structure for both data collection and analysis. The data clearly illustrate both the initial shock at the topic and the fact that many of the participants ended up sharing the knowledge gained with family and friends. The second outcome is probably rare coming out of professional development activities. This article was reviewed positively by each of the reviewers selected for this article, and all the reviewers viewed the","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"74 - 75"},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49599431","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 video enhanced mobile observation for peer-feedback in teacher education","authors":"Evrim Baran, Dana Alzoubi, E. Bahng","doi":"10.1080/21532974.2023.2180116","DOIUrl":"https://doi.org/10.1080/21532974.2023.2180116","url":null,"abstract":"Abstract Mobile tools are integrated into teacher education settings to provide contextualized, connected, and collaborative teacher learning practices. In this case study, the video-enhanced observation (VEO) app was used in a science methods course to facilitate preservice teachers’ reciprocal peer-teaching of inquiry-based lesson study. This research examined preservice teachers’ perceptions on the challenges and affordances of using video enhanced mobile observation with peer-teaching feedback. Results from the technology acceptance model (TAM) revealed moderate levels of perceived ease of use, usefulness, and intention to use the VEO app. Further analysis of the open-ended questions and semi-structured interviews revealed self-reflection, feedback, and inquiry-based teaching support as emerging themes for the app integration. This research offers recommendations for implementing video enhanced mobile observation as a promising formative and performative-based assessment strategy within peer-feedback contexts in teacher education programs.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"102 - 113"},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43667302","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 conversation has more levels”: exploring Zoom’s text chat as a discussion mediator in middle school teachers’ online professional development","authors":"B. Nash, Allison Zengilowski, D. Schallert","doi":"10.1080/21532974.2023.2180117","DOIUrl":"https://doi.org/10.1080/21532974.2023.2180117","url":null,"abstract":"Abstract This study examined the role of text-based discussions in mediating middle school teachers’ discussions during a semester-long, online, synchronous professional development sequence. The PD sequence involved teachers engaged in weekly Zoom meetings, during which they learned about digital literacy and designed curricula. Qualitative data analysis of the transcripts of Zoom chats and spoken comments revealed three central findings: text-based chatting a) provided an additional, public mode for participants to mediate thinking and collaboration, b) allowed for multilayered, democratic, and more equitable access to the conversation, and c) served as an informal space where participants built community through playful discourse. The findings highlight the potential of multimodal, multilayered discussion spaces for facilitating collaborative thinking and more equitable discussion access for learners.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"114 - 128"},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45522027","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}