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Journal of Digital Learning in Teacher Education最新文献

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Publishing trends in JDLTE: A five-year perspective JDLTE的出版趋势:五年展望
Journal of Digital Learning in Teacher Education Pub Date : 2022-07-03 DOI: 10.1080/21532974.2022.2107321
Denise A. Schmidt-Crawford, Denise L. Lindstrom, Ann D. Thompson
{"title":"Publishing trends in JDLTE: A five-year perspective","authors":"Denise A. Schmidt-Crawford, Denise L. Lindstrom, Ann D. Thompson","doi":"10.1080/21532974.2022.2107321","DOIUrl":"https://doi.org/10.1080/21532974.2022.2107321","url":null,"abstract":"We thought it would be interesting to examine the last five volumes (33; 2017 − 37; 2021) of the Journal of Digital Learning in Teacher Education (JDLTE) to identify topics and trends that have emerged around publishing in this dynamic area. In the last five volumes we published 82 articles, compiled two special issues (Makerspaces in Teacher Education, 2018 and Computational Thinking in Teacher Education, 2020), and recorded 59,884 article views to date. Submissions have steadily increased these past five years, as interest around publishing about digital learning in teacher education continues to grow. Figure 1 represents a breakdown of the topics covered by research articles published in these last five volumes. We used very broad categories to classify and illustrate the distribution of topics in these issues. For example, one-third of the articles published involved pre-service (22%) and in-service teachers (11%) as participants. Several articles (17%) published during this time, a pivotal time in distance education, focused on online learning or online professional development. Technology specific topics like computational thinking/coding (12%), TPACK (8%), and makerspaces (5%) were also present. Articles with a technology/content area focus (11%), such as literacy, mathematics, or STEM, remain an important focus for JDLTE. The remaining articles (14%) covered various topics across technology and teacher education – like validating questionnaires, promoting school-university partnerships, and using technology for reflection. These five volumes also included JDLTE Outstanding Research Paper Awards that are presented annually at the ISTE conference. One article is selected from each volume that has a high probability to advance the field of technology and teacher education. It is worth listing the last five paper award winners here, noting the important and timely topics covered in these articles:","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"58 3","pages":"102 - 104"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41294440","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}
引用次数: 0
Link to session: Turning literacy tutoring into virtual tutoring 课程链接：将识字辅导转化为虚拟辅导
Journal of Digital Learning in Teacher Education Pub Date : 2022-07-01 DOI: 10.1080/21532974.2022.2092042
Laura Teichert, E. Isidro
{"title":"Link to session: Turning literacy tutoring into virtual tutoring","authors":"Laura Teichert, E. Isidro","doi":"10.1080/21532974.2022.2092042","DOIUrl":"https://doi.org/10.1080/21532974.2022.2092042","url":null,"abstract":"Abstract The COVID-19 pandemic forced universities to quickly move instruction online. Faced with a remote-only mandate, this case study describes a virtual literacy tutoring field placement completed by teacher candidates (TCs) in an elementary education program. While in-person teaching remained their preferences, TCs felt the virtual tutoring experience was positive and helped develop their teaching skills. Instructors observed varying levels of multimodal integration; however, all TCs maintained student engagement and built their online literacy repertoires. Challenges were both foreseen (e.g., technical issues) and beyond TCs’ control (e.g., power outages). Distractions in students’ homes proved to be the greatest challenge.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"173 - 184"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42326107","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}
引用次数: 2
Instructional practices promoting computational thinking in STEAM elementary classrooms STEAM小学课堂中促进计算思维的教学实践
Journal of Digital Learning in Teacher Education Pub Date : 2022-06-23 DOI: 10.1080/21532974.2022.2087125
Danielle Herro, Cassie F. Quigley, Holly Plank, O. Abimbade, Aileen Owens
{"title":"Instructional practices promoting computational thinking in STEAM elementary classrooms","authors":"Danielle Herro, Cassie F. Quigley, Holly Plank, O. Abimbade, Aileen Owens","doi":"10.1080/21532974.2022.2087125","DOIUrl":"https://doi.org/10.1080/21532974.2022.2087125","url":null,"abstract":"Abstract We examine how elementary STEAM (science, technology, engineering, art, and mathematics) teachers designed and implemented instructional practices to encourage computational thinking (CT) during problem-solving activities. After teachers created STEAM lessons aligned with state standards and CT practices, students made artifacts while solving problems related to science, English-Language Arts, Art and music. Students used digital tools such as Scratch, Hummingbirds, Spheros, littleBits, Lego Robotics and 3-D modeling software. Teachers’ instructional practices included recognizing CT opportunities, building collaborative culture, helping students make connections and designing with limited materials. Students drew on prior experiences, verbalized CT practices, recognized peer expertise and were comfortable with failure. We discuss ways to extend CT learning, broaden participation and improve elementary teachers’ capacity to integrate CT into instruction.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"158 - 172"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47836319","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}
引用次数: 2
A virtual exchange experience: Preparing pre-service teachers for cultural diversity 虚拟交流体验:为职前教师准备文化多样性
Journal of Digital Learning in Teacher Education Pub Date : 2022-06-20 DOI: 10.1080/21532974.2022.2083732
Nadia Jaramillo Chavez, Ben Gleason
{"title":"A virtual exchange experience: Preparing pre-service teachers for cultural diversity","authors":"Nadia Jaramillo Chavez, Ben Gleason","doi":"10.1080/21532974.2022.2083732","DOIUrl":"https://doi.org/10.1080/21532974.2022.2083732","url":null,"abstract":"Abstract This study examines the experiences of 36 pre-service teachers from a large university in the midwestern U.S who participated in a 3-week virtual exchange with peers in Turkey. Drawing from a critical cosmopolitanism framework, we center these experiences to analyze the feelings, perspectives, assumptions, and growth engendered through the virtual exchange. Data was collected through journals and interpretation developed from an iterative content analysis. Findings suggested that pre-service teachers, and their Turkish peers, used a range of digital tools to lead to educational outcomes, including intercultural and personal discoveries, as well as a professional orientation to global interactions. These outcomes also indicated broader tensions that emerged, including some deficit-oriented perceptions of their peers. We argue that future virtual exchanges might benefit from a critical cosmopolitan approach based on emerging linguistic, intercultural, and intrapersonal dimensions which may counter hegemonic power positions and attitudes.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"126 - 138"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45917643","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}
引用次数: 0
Predicting pre-service English language teachers’ intentions to use augmented reality 预测职前英语教师使用增强现实的意向
Journal of Digital Learning in Teacher Education Pub Date : 2022-06-20 DOI: 10.1080/21532974.2022.2083731
Cemil Gökhan Karacan, M. Polat
{"title":"Predicting pre-service English language teachers’ intentions to use augmented reality","authors":"Cemil Gökhan Karacan, M. Polat","doi":"10.1080/21532974.2022.2083731","DOIUrl":"https://doi.org/10.1080/21532974.2022.2083731","url":null,"abstract":"Abstract Augmented Reality (AR) is a new-generation technology that shows video, picture, and animated 3 D objects over real-life scenes. Despite AR’s prevalence around the world, language teacher education programs are not prompt in the integration of digital educational tools. The present study explored the factors that predict pre-service English teachers’ intentions to use AR in their future language classes. For this purpose, a correlational research design was applied. The participants were exposed to an implementation process which included training on creating AR experiences as well as developing a stand-alone AR application and a discussion session on AR in language classes. Next, a 5-point Likert-type scale of Decomposed Theory of Planned Behavior (DTPB) was administered to pre-service English teachers (n = 141). Results indicated that attitude with a very high impact from perceived usefulness was the most significant predictor of participants’ intentions to use AR. On the other hand, facilitating conditions and ease of use were the least impactful factors. The findings offer implications for teacher educators, curriculum designers, teacher education program developers and teachers.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"139 - 153"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41972393","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}
引用次数: 4
Teacher perspectives of virtual classroom and distance teaching during the COVID-19 pandemic: A cross-sectional study from the Gaza Strip (Palestine) 2019冠状病毒病大流行期间教师对虚拟课堂和远程教学的看法:来自加沙地带(巴勒斯坦)的横断面研究
Journal of Digital Learning in Teacher Education Pub Date : 2022-04-15 DOI: 10.1080/21532974.2022.2060392
Eqbal Radwan, Anwer Shaladan, J. Marbán, Etimad M. Alattar, Afnan Radwan, Walaa Radwan, Mohammed Alajez
{"title":"Teacher perspectives of virtual classroom and distance teaching during the COVID-19 pandemic: A cross-sectional study from the Gaza Strip (Palestine)","authors":"Eqbal Radwan, Anwer Shaladan, J. Marbán, Etimad M. Alattar, Afnan Radwan, Walaa Radwan, Mohammed Alajez","doi":"10.1080/21532974.2022.2060392","DOIUrl":"https://doi.org/10.1080/21532974.2022.2060392","url":null,"abstract":"Abstract The COVID-19 pandemic has significantly influenced educational systems and to prevent the large scale of infections, schools were closed and teachers had to transition to distance teaching through virtual classrooms. This study aims to evaluate teacher perspectives on using virtual classrooms in distance teaching. Data were collected using an online survey that was completed by a convenience sample of 559 teachers from public schools in the Gaza Strip, Palestine. The results revealed that teachers had a moderate level of preference (2.99 ± 0.68) and low level of satisfaction (2.24 ± 0.80) and effectiveness (2.43 ± 0.67) of using virtual classrooms in distance teaching. The most important obstacles facing teachers are related to continuous cutting off of electricity and unavailable internet connection. KEYWORDSVirtual classrooms; distance teaching; COVID-19 pandemic; Gaza Strip; Palestine","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"105 - 125"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46149708","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}
引用次数: 1
JDLTE: Returning to normal and continuing to grow JDLTE：恢复正常并继续增长
Journal of Digital Learning in Teacher Education Pub Date : 2022-04-03 DOI: 10.1080/21532974.2022.2073744
Denise L. Lindstrom, Denise Schmidt, Ann D. Thompson
{"title":"JDLTE: Returning to normal and continuing to grow","authors":"Denise L. Lindstrom, Denise Schmidt, Ann D. Thompson","doi":"10.1080/21532974.2022.2073744","DOIUrl":"https://doi.org/10.1080/21532974.2022.2073744","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"54 - 55"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45369355","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}
引用次数: 0
Coding and Computational Thinking in the Social Studies: Teachers’ Perspectives 社会研究中的编码与计算思维:教师视角
Journal of Digital Learning in Teacher Education Pub Date : 2022-04-03 DOI: 10.1080/21532974.2022.2074581
Beverly B. Ray, Reenay R. H. Rogers, Jennifer L. Gallup
{"title":"Coding and Computational Thinking in the Social Studies: Teachers’ Perspectives","authors":"Beverly B. Ray, Reenay R. H. Rogers, Jennifer L. Gallup","doi":"10.1080/21532974.2022.2074581","DOIUrl":"https://doi.org/10.1080/21532974.2022.2074581","url":null,"abstract":"Abstract Research explored the change in perspectives of PK-12 social studies teachers regarding coding as a useful instructional tool. Using exploratory methods, researchers examined to what extent participants (n = 26) were willing to embrace coding as a teaching and learning strategy. Findings suggest that participants’ perspectives on the utility of coding in the social studies improved as a result of participation in a series of coding activities that included opportunities to code, structured reflection, and peer discussion, with three out of four indicators demonstrating statistical significance. Results also indicate that a majority (73%) agree that coding is a critical skill that all educators should address, but some (nearly 31%) still lacked confidence in their ability to integrate coding into their instructional practice. We conclude with an examination of the implications for the social studies curriculum and for professional practice.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"89 - 101"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46493569","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}
引用次数: 0
Engaging Preservice Teachers in the Design of Digital Breakout Games in an Educational Technology Course 聘请保护教师参与教育技术课程中的数字突破游戏设计
Journal of Digital Learning in Teacher Education Pub Date : 2022-03-09 DOI: 10.1080/21532974.2022.2038738
Lauren Weisberg, K. Dawson, N. Dana
{"title":"Engaging Preservice Teachers in the Design of Digital Breakout Games in an Educational Technology Course","authors":"Lauren Weisberg, K. Dawson, N. Dana","doi":"10.1080/21532974.2022.2038738","DOIUrl":"https://doi.org/10.1080/21532974.2022.2038738","url":null,"abstract":"Abstract Educators have recently begun using digital breakout games as an instructional strategy in K–12 and higher ed curricula. However, research has thus far explored outcomes associated with playing these games, rather than designing them. This study investigates what happened when 23 preservice teachers in a technology integration course designed digital breakout games for the secondary curriculum. By conducting a basic qualitative analysis, we found that digital breakout game design promoted skills, competencies, and perspectives in support of preservice teachers’ future practice such as TPACK development, 21st-century learning, and positive technology integration perceptions and intentions. We provide evidence and implications for these findings, as well as opportunities for further research. (Keywords: breakout game, escape room, digital breakout game, preservice teachers, escape game, teacher education, game-based learning, educational technology)","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"71 - 88"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47645161","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}
引用次数: 1
A Message from ISTE 来自ISTE的消息
Journal of Digital Learning in Teacher Education Pub Date : 2021-12-10 DOI: 10.1080/21532974.2021.2008732
Emily W. Reed
{"title":"A Message from ISTE","authors":"Emily W. Reed","doi":"10.1080/21532974.2021.2008732","DOIUrl":"https://doi.org/10.1080/21532974.2021.2008732","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"214 - 214"},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43531919","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}
引用次数: 0
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