Journal of Digital Learning in Teacher Education最新文献

{"title":"The TPACK level of in-service EFL teacher online professional training: The perspectives of teachers, students, and trainers","authors":"Langgeng Budianto, Y. Arifani, A. Wardhono, Dwi Poedjiastutie","doi":"10.1080/21532974.2023.2167024","DOIUrl":"https://doi.org/10.1080/21532974.2023.2167024","url":null,"abstract":"Abstract Many studies have investigated the TPACK level of competence of teachers as part of their incidental online conferences, seminars, or study programs using the educational TPACK framework through a single perspective. However, limited attention has been given to the in-service EFL teachers’ TPACK in CALL literature using a specific TPACK framework for EFL teaching involving teachers, students, and trainers in a single study. This mixed-method research explored a comprehensive perspective of in-service teachers’ TPACK while attending two semesters of online professional training funded by the Ministry of Education of the Republic of Indonesia. A total of 120 senior high school EFL teachers, 360 students, and five EFL trainers with doctoral (PhD) degrees participated in the study. Quantitative and qualitative data showed divergence or convergence in the research outcomes. Quantitative findings indicated different perceptions among students, teachers and trainers regarding in-service teachers’ CK, TPK, PCK, and TPACK level of competence. In addition, qualitative results claimed that familiarity with basic computer hardware, research in ELT, intercultural awareness, authentic language problem-solving, learners’ engagement and adaptability to various cultural events and environments were required to foster forthcoming TPACK practices and support the language learning process of learners.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"87 - 101"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42831415","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’ transformative learning on digital afterlife","authors":"Ella Ben-Atar, S. Ben-Asher","doi":"10.1080/21532974.2023.2169212","DOIUrl":"https://doi.org/10.1080/21532974.2023.2169212","url":null,"abstract":"Abstract Death and its repercussions do not usually associate with youth education. However, the issue of digital inheritance may be used to demonstrate how teachers can promote their students and their own critical thinking about digital media. The current study examined a course in which 104 teachers learned about digital inheritance. The research question concerned the teachers’ reaction to the emotionally charged subject matter. Data were analyzed using Mezirow’s (2003) model of Transformative Learning and included teachers’ feedback on the course. The findings point to the advantage of focused exposure to new and sensitive content within a defined framework of teachers’ professional development, as such a framework allows the learners to express resistance to the emotionally difficult topic. A conclusion from the research is that relevant but unfamiliar life content related to media literacy should be integrated into teachers’ professional development.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"76 - 86"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47775792","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 ISTE pledge: Committing to digital equity and transformation","authors":"Denise A. Schmidt-Crawford, Denise L. Lindstrom, Ann D. Thompson","doi":"10.1080/21532974.2023.2170648","DOIUrl":"https://doi.org/10.1080/21532974.2023.2170648","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45392195","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":"Technology acceptance of a mobile portfolio app for teacher education: Pre-service teachers views on multimedia-based note-taking and mentoring in internships.","authors":"Dominik Petko,&nbsp;Andrea Cantieni,&nbsp;Regina Schmid,&nbsp;Laura Müller,&nbsp;Maike Krannich,&nbsp;Konstantinos Michos","doi":"10.1080/21532974.2022.2142990","DOIUrl":"https://doi.org/10.1080/21532974.2022.2142990","url":null,"abstract":"<p><p>Mobile technologies are promising tools to scaffold teaching practice. In this study, we developed and tested a mobile app for teacher education. This mobile portfolio enables multimedia-based note-taking, reflection, and discussion with peers and mentors. We conducted two studies to explore the effect of design variants and use scenarios on the app's acceptance. In the first study with <i>N</i> = 83 pre-service primary school teachers, technology acceptance was higher for those using the app with multimedia note-taking functionality than for those using the same app with this functionality disabled. In the second study with <i>N</i> = 81 pre-service teachers, those using the app together with their mentor teachers reported levels of technology acceptance similar to those who used the app exclusively among themselves. In consequence, a mobile portfolio app would be met with higher acceptance if it builds reflection upon multimedia note-taking both with and without the inclusion of mentors.</p>","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"57-71"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/30/57/UJDL_39_2142990.PMC10015597.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9145848","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}

{"title":"Perspectives of Educational Technology Teacher Educators: Mavericks, Champions, or Change Agents?","authors":"Jon M. Clausen, A. Borthwick, David W. Rutledge, B. Walker","doi":"10.1080/21532974.2022.2137607","DOIUrl":"https://doi.org/10.1080/21532974.2022.2137607","url":null,"abstract":"Abstract Teacher education programs struggle to infuse educational technology (edtec) throughout the curriculum. Edtec faculty can play several roles within the programmatic design of teacher education programs. The purpose of this study was to explore edtec faculty perspectives of technology infusion efforts within their preparation programs. Q methodology research design and factor analysis were used to examine data from Q sorts completed exclusively by edtec faculty members (N = 16). A Q set of 44 statements was used to explore their perspectives on value of technology for teaching and learning, confidence levels, educator preparation program design, and leadership support. Results revealed participants’ strong beliefs in the value of technology for teaching and learning, and their confidence in modeling technology integration. Participants loaded on two factors demonstrating that some held a broader view of educator preparation at their institutions and were more critical of programmatic structures and leadership support for candidate development. A question remains about the role of edtec faculty as they negotiate various opportunities and expectations within teacher education.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"21 - 40"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41741484","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":"It’s all relative: Changes in teachers’ knowledge and instruction during COVID-19","authors":"D. Mourlam, Daniel A. DeCino, Steven R. Chesnut, Gabrielle A. Strouse, Ryan Los, L. Newland","doi":"10.1080/21532974.2022.2139309","DOIUrl":"https://doi.org/10.1080/21532974.2022.2139309","url":null,"abstract":"Abstract In this convergent-parallel mixed-methods study, we explored the effect that teaching remotely during the first months of the pandemic had on teachers’ TPACK and how teachers leveraged their new and existing knowledge to facilitate remote instruction. Survey results indicated that teachers’ self-reported knowledge decreased across multiple TPACK subdomains, which is likely an indicator of teachers’ recalibration of their knowledge as they experienced a new instructional context. Findings from semi-structured interviews indicated that although instruction narrowed at times when teachers struggled to enact their knowledge in less-than-ideal circumstances, teachers were often able to successfully facilitate remote instruction.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"41 - 56"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48386952","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":"Assistive technology training within an educational technology course: Perceptions of preservice special education teachers","authors":"Ismahan Arslan-Ari, D. Başer","doi":"10.1080/21532974.2022.2137606","DOIUrl":"https://doi.org/10.1080/21532974.2022.2137606","url":null,"abstract":"Abstract Although the importance of assistive technology (AT) has been supported in the literature, preservice special education teachers (PSETs) are still graduating with inadequate AT knowledge and skills. In this study, an educational technology course was modified and the PSETs’ perceptions about their AT knowledge and skills and the course were investigated. Data were collected from 67 PSETs through pre- and post-survey. The findings revealed that their AT knowledge and skills increased remarkably following the course. The PSETs found the course to be valuable as it enabled them to gain AT knowledge and skills, to become aware of the importance of AT in special education, and to provide some real-life experience. They mentioned appreciating the special education focus and active learning features of the course, but listed the heavy course workload, the challenges of the course project, and the intensive course content as weaknesses of the course. They also recommended suggestions to improve the course.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"39 1","pages":"4 - 20"},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49181322","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":"Editors’ column –","authors":"Ann D. Thompson, Denise A. Schmidt-Crawford, Denise L. Lindstrom","doi":"10.1080/21532974.2022.2116901","DOIUrl":"https://doi.org/10.1080/21532974.2022.2116901","url":null,"abstract":"As most of you know, ISTE 2022 was held June 26–29 in New Orleans. ISTE 2022 was a hybrid conference, making presentations available to members who attended in person and to those who were unable to attend. More than 13,000 ISTE members were able to attend in person. Those who attended reported that ISTE 2022 truly felt like the active, engaged, innovative conference we have all come to know. And those who attended online also expressed appreciation for the high quality and carefully designed hybrid opportunity. The Tuesday keynote by Drs. Cornel West and Robert George provides an excellent example of how the hybrid approach can work for both in person and online attendees and presenters. The session was moderated by Mary Jo Modda. Ms. Modda, a doctoral student at UCLA, was present in person for a large, enthusiastic ISTE audience and Drs. West and George participated online. The combination of a moderator speaking to a large group of in person attendees and the two online panel members created a most successful and inspiring session. The enthusiasm of the in person audience for the topic and the speakers added an important ingredient for the online audience. The session truly illustrates the effectiveness of a carefully planned and executed hybrid experience. The topic for this keynote session was centered around the issue of our need for civil discourse on issues in education. Drs. George and West vividly described a deep academic friendship between the two of them that has spanned decades and included some very different views on educational issues. The speakers in this session modeled the importance and value of civil discourse and our need to understand and practice the characteristics of civil discourse. As the speakers described their personal and professional relationship, they highlighted several important features of successful civil discourse. They suggested that we are currently in a time of despair in many of our interactions and the need to learn to positively disagree with our friends and colleagues. They also described the need for serious and informed dialogue that contributes to growth and learning. Characteristics emphasized by Drs. West and George as they described their own interactions included:","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"156 - 157"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41365287","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":"Designing professional development for special education teachers: Effects on assistive technology competency in developing inquiry-based student experiences","authors":"Xiaoxue Du, I. Lyublinskaya","doi":"10.1080/21532974.2022.2113938","DOIUrl":"https://doi.org/10.1080/21532974.2022.2113938","url":null,"abstract":"Abstract The Professional Development (PD) intervention in this study introduced special education teachers to inquiry-driven practices utilizing assistive technology (AT) to support student diverse learning needs. The study followed multiple case study research design to examine changes in AT competency and mindset of three special education teachers participating in PD. Findings showed that the structure and content of PD supported development of special education teachers’ competency in designing AT-infused inquiry-based experience for students with disabilities. It also affected changes in teachers’ mindset from thinking about their students as incapable individuals to recognizing their academic abilities as they engaged in inquiry-based learning experiences.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"199 - 210"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44245132","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":"Defining “digitally competent teacher”: An examination of pre-service teachers’ metaphor","authors":"A. Çebi, I. Reisoglu","doi":"10.1080/21532974.2022.2098210","DOIUrl":"https://doi.org/10.1080/21532974.2022.2098210","url":null,"abstract":"Abstract This study aims to determine the perceptions of pre-service teachers regarding the concept of a “digitally competent teacher” through metaphors. The participants consist of 510 pre-service teachers. According to the findings, metaphors for a digitally competent teacher were classified under three themes: digital competence, pedagogical competence, and personal characteristics. Pre-service teachers describe a digitally competent teacher as an individual who has digital competences such as information and data literacy, communication, safety, problem-solving, and productivity; have pedagogical competences such as empowering learners, guiding their students, being the source and transmitter of information, and facilitating learning; have personal characteristics such as being open to change and development, equipped, versatility, valuable, using technology effectively, creative, innovative, and querent. It is predicted that the use of metaphors in the process of training a digitally competent teacher may be effective in correcting the misconceptions of pre-service teachers regarding the concept of a digitally competent teacher and determining the roadmap for their personal and professional development.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"185 - 198"},"PeriodicalIF":0.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45482382","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}