Journal of Digital Learning in Teacher Education最新文献

{"title":"Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities","authors":"Joshua Littenberg-Tobias, S. Kaka, T. Kessner, Anthony Tuf Francis, Katrina Kennett, J. Reich","doi":"10.1080/21532974.2021.1997365","DOIUrl":"https://doi.org/10.1080/21532974.2021.1997365","url":null,"abstract":"Abstract This paper explores how the use of digital practice spaces (DPSs) can inform teacher preparation through a reimagining of clinical practice in teacher preparation by addressing the question: what roles might DPSs play in the ecology of apprenticeship opportunities for future educators? We leveraged AACTE’s Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation as an analytical framework to examine our own experiences using DPSs in our teacher education coursework. We discuss the alignment between these proclamations and the theoretical, conceptual, and practical underpinnings of DPSs. Finally, we consider the remaining proclamations that represent the horizons of DPSs within teacher preparation, a task we undertook as a set of informed provocations, envisioning how DPSs could be designed to support the proclamations not currently supported.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"20 - 32"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46834227","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":"Professor and institution characteristics: Relations to technology use and teacher preparation in literacy methods courses","authors":"Tanya Christ, Poonam Arya, M. Chiu","doi":"10.1080/21532974.2021.1998811","DOIUrl":"https://doi.org/10.1080/21532974.2021.1998811","url":null,"abstract":"Abstract One-hundred ninety-nine literacy professors responded to an online survey. A multivariate outcome logit/probit model was used to analyze these data to determine how professor and institution characteristics were related to (a) technologies that professors use in their courses, (b) technologies that professors prepare teachers to use, (b) teaching methods that professors use to prepare teachers, and (c) strategies that professors prepare teachers to use in K-12 instruction. While some institutional characteristics predicted literacy teacher preparation, professor characteristics predominantly predicted how teachers were prepared to integrate technologies in literacy instruction, especially professors’ knowledge, comfort with using technologies, and their rank.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"33 - 53"},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43585288","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":"Preservice special education teachers’ perceptions of mixed-reality simulation experiences","authors":"Georgia McKown, S. Hirsch, Alex Carlson, Abigail A. Allen, Sharon M. Walters","doi":"10.1080/21532974.2021.1995796","DOIUrl":"https://doi.org/10.1080/21532974.2021.1995796","url":null,"abstract":"Abstract Special educators are expected to implement High-Leverage Practices to support diverse learners. This article describes the findings from a mixed-reality simulation project structured around the framework of connected learning. The project sought to evaluate how 30 preservice teacher candidates in special education feel about mixed-reality simulation compared to traditional classroom practice (i.e., role playing) in learning the High-Leverage Practice of system of least prompts. Results of this study indicate that those who participated in the mixed-reality simulator had significantly different social validity survey responses from the live practice group on items related to perceived performance, perceived tool value, and treatment experience; these findings can help inform teacher educators on how to incorporate mixed-reality simulation. Limitations and future research are discussed.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"4 - 19"},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46385585","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’ perceptions of assistive technology use for students with disabilities","authors":"Reham L. Alghamdi","doi":"10.1080/21532974.2021.1998812","DOIUrl":"https://doi.org/10.1080/21532974.2021.1998812","url":null,"abstract":"Abstract Since assistive technology (AT) may help meet the educational needs of students with disabilities, this study investigates pre-service and in-service special education teachers’ perceptions of using AT for students with disabilities. The participants included 97 teaching candidates from one university in an urban US city. A self-assessment survey was administered to explore the teachers’ knowledge, ability, and confidence levels when using AT. The results demonstrated that the variables of time spent in a college program, work assignment, and AT courses taken were all related to the respondents’ levels of confidence. These findings suggest the need for additional courses and preparation programs specialized in AT for facilitating its effective integration into the classroom.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"56 - 70"},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41587774","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 role of E-portfolios in higher education: The experience of pre-service teachers","authors":"M. Babaee, K. Swabey, M. Prosser","doi":"10.1080/21532974.2021.1965508","DOIUrl":"https://doi.org/10.1080/21532974.2021.1965508","url":null,"abstract":"Abstract The term e-portfolio refers to a portfolio an electronic format that allows users to collect evidence of learning in several media types (e.g., audio, video, text, and graphics) and to organise these using hypertext links. E-portfolios have been introduced into teacher education programs internationally to help pre-service teachers (PST) build records of their learning and reflections. The tool allows them to assemble a collections of evidence of their achievements against graduate standards. These e-portfolios may function as digital CVs; and support lifelong learning after graduation. Through investigating the experience of e-portfolio use by PSTs, this article provides significant evidence about the high-quality implementation of e-portfolios in higher education. The reasons behind the participants’ success in an e-portfolio-based unit is explored. In particular, the research explores the reasons why several participants were more successful than others when using e-portfolios. This is the first research that has examined PSTs perspectives on e-portfolio-based learning within constructivism, students’ approach to learning (SAL), the 3 P model (presage, process, and product) of learning, and self-regulated learning (SRL). This article aims to examine the efficacy of e-portfolios as an evidence-based strategy for the demonstration of pre-service teachers (PSTs) teaching philosophy. PSTs (N = 73) used e-portfolios to demonstrate their understanding of the Australian Institute of Teaching and School Leadership (AITSL) standards in their teacher education program. The participants in this research presented samples of evidence about teaching philosophy, internship, and professional development experiences to cover professional knowledge, professional practice, and professional engagement in their e-portfolios. The reported research in this article is part of a larger research project and in accordance with the applied theoretical framework, gives a central focus on how PSTs perceive, conceive, and interpret the e-portfolios at universities.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"247 - 261"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132706","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":"JDLTE update: The vision of our founders validated!","authors":"Ann M Thompson, Denise A. Schmidt-Crawford, Denise L. Lindstrom","doi":"10.1080/21532974.2021.1997092","DOIUrl":"https://doi.org/10.1080/21532974.2021.1997092","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"215 - 216"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44739379","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":"Providing access by integrating computer aided design in mathematics teacher education courses","authors":"A. Wan, Jessica T. Ivy","doi":"10.1080/21532974.2021.1965506","DOIUrl":"https://doi.org/10.1080/21532974.2021.1965506","url":null,"abstract":"Abstract This article condenses five years of professional development based on Technological Pedagogical and Content Knowledge (TPACK) integration principles, National Council of Teachers of Mathematics Principles to Actions (2014), and ISTE Student and Teacher standards to give a launch point for teachers and teacher educators to integrate 3D modeling and printing in their classroom instruction. Although the goal and aspects for integration may be different from a mathematics course to an introductory mathematics education course to a methods course, starting with the technology as learners and the types of activities have been the same. This article gives a taxonomy of types of activities; machine function, teacher-created model, and student-created model across elementary, middle, and high school grades.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"234 - 246"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48216972","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":"Teaching during the time of COVID: Learning from mentor teachers’ experiences","authors":"Jennifer Gawronski","doi":"10.1080/21532974.2021.1965507","DOIUrl":"https://doi.org/10.1080/21532974.2021.1965507","url":null,"abstract":"Abstract Across the globe, the COVID-19 pandemic has drastically altered the educational landscape, creating new professional realities for practicing and future teachers. As teacher educators prepare preservice teachers for the uncertainty of online and in-person teaching, more information is needed around how mentor teachers designed and implemented their emergency online lessons at the beginning of the pandemic. This study explores the topic by analyzing data from 31 mentor teachers surveyed about their teaching experiences between March and June 2020. The findings suggest that most of the mentor teachers defined similar priorities for creating equitable access to their instructional materials. Accordingly, the mentor teachers focused on increasing their students’ access to digital content, designing instruction that considered families’ capacity for support, and encouraging student engagement in online learning. These findings have implications for how teacher educators learn from mentor teachers’ experiences during this unprecedented period, and work to prepare preservice teachers for the challenges and complexities of online teaching—ultimately helping them develop the skills to adapt to future, unfamiliar teaching environments.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"217 - 233"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41850922","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":"Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education","authors":"Héctor Galindo-Domínguez, M. Bezanilla","doi":"10.1080/21532974.2021.1934757","DOIUrl":"https://doi.org/10.1080/21532974.2021.1934757","url":null,"abstract":"Abstract The objective of this work was to take a close look at the profile of the digital competence of pre-service early childhood and primary school teachers. To this end, 200 students from Education degrees participated in filling out the Perceptions Questionnaire on Digital Competence. The results show that future teachers present a medium level of digital competence and have some difficulties with the dimension related to the creation of content. Also, results show how over the years, and sometimes over the courses, the dimensions of teaching digital competence improve significantly. No significant differences were found regarding type of university and gender. These results have important implications for curriculum design and teacher training regarding digital competence development in pre-service teachers.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"262 - 278"},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46504998","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":"Utilizing SIOP lesson video demonstrations as a springboard for reflection: A collaborative self-study of EL teachers","authors":"Jacqueline Riley, Alexandra Babino","doi":"10.1080/21532974.2021.1930293","DOIUrl":"https://doi.org/10.1080/21532974.2021.1930293","url":null,"abstract":"Abstract This collaborative self-study explored three graduate students’ perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP). The researchers also examined how university instructors could promote reflection through the lesson demonstration process. The study consisted of four qualitative forms of data collection. First, the researchers interviewed participants regarding their experiences viewing, editing, and sharing their videos. Then, they examined participants’ written reflections of their lesson demonstration, focusing on best practices for teaching English learners (ELs). Using the constant comparative method, they coded the interview transcripts, participant reflections, and instructor feedback. Researchers performed a document analysis of course materials (e.g., instructions, rubrics, lesson plan templates) to better understand and contextualize participants’ perceptions of the lesson demonstration process within the course. The findings indicated that participants benefited from the process in a variety of ways, while experiencing minimal or no challenges. In reviewing and editing the footage, participants expressed how they were able to view their teaching from a new vantage point and identify unique opportunities for future growth from other professional development strategies. Due to participants’ limited sharing of the video, this stage of the process was not fully explored.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"152 - 166"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1930293","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44260518","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}