Journal of Digital Learning in Teacher Education最新文献

{"title":"Pre-service Teachers’ Confidence in their ISTE Technology-Competency","authors":"Christina H. Kimm, Jemma Kim, Eun-Ok Baek, Pearl Chen","doi":"10.1080/21532974.2020.1716896","DOIUrl":"https://doi.org/10.1080/21532974.2020.1716896","url":null,"abstract":"Abstract As technology is an integral part of modern teaching and learning processes, teacher-candidates need to fully achieve a new set of technology competencies through ongoing and timely supports provided by teacher preparation institutions, state offices of education and school districts. This study measured the current technology-competency levels of 242 special and general education teacher-candidates in teacher preparation programs through a self-assessment survey that was developed based on the ISTE Educator Standards. The results show that teacher-candidates perceive that they have not yet reached a proficient level of technology-competency according to ISTE standards. Special education teacher-candidates with team-teaching experience reported a significantly higher level of technology-competency than any other groups. This paper provides insightful recommendations to teacher preparation institutes as to how they can reform their credential program curricula to support teacher-candidates in acquiring the technology competencies they need in the field of education.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"110 - 96"},"PeriodicalIF":0.0,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2020.1716896","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45378396","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":"Principles for Advancing Game-Based Learning in Teacher Education","authors":"Aroutis Foster, Mamta Shah","doi":"10.1080/21532974.2019.1695553","DOIUrl":"https://doi.org/10.1080/21532974.2019.1695553","url":null,"abstract":"Abstract In this analytical paper, we argue for the centrality of teachers in game-based learning (GBL) interventions. We examine the following research question, “What principles emerge from teacher education in game-based learning research conducted from 2007–2018?”. In doing so, we examine evidence generated over 10+ years deductively and inductively using thematic analysis, to identify six principles that can guide research and practice in teacher education for GBL. These principles include: (a) Teachers play an active role in GBL environments; (b) Games are a form of curriculum; (c) GBL is a way of facilitating learning; (d) Games are not contextually or pedagogically neutral; (e) Teachers’ knowledge of GBL evolves over time; and (f) Teachers’ professional identities impact GBL practice. We conclude with pathways to engage the teacher education community in a critical assessment of how we can scaffold teachers to identify-study-incorporate games for learning.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"84 - 95"},"PeriodicalIF":0.0,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1695553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60009325","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":"Exploring factors that influence teachers’ intentions to integrate digital literacy using the decomposed theory of planned behavior","authors":"Ayesha Sadaf, Tuba Gezer","doi":"10.1080/21532974.2020.1719244","DOIUrl":"https://doi.org/10.1080/21532974.2020.1719244","url":null,"abstract":"Abstract This study explored factors that influence teachers’ intentions to integrate digital literacy into their classrooms based on the Decomposed Theory of Planned Behavior (DTPB). Path analysis was used to analyze quantitative data collected through an online survey (n = 144) and constant comparison approach was used to analyze open-ended survey responses. Findings revealed that the components of the DTPB–attitude, subjective norms and perceived behavioral control–explained significant variance in teachers' intentions to integrate digital literacy in their classrooms. Also, positive attitude, perceived usefulness, and self-efficacy are the strongest indicators of teachers’ intentions to integrate digital literacy into their classrooms. Additional findings indicate that teachers perceive the benefits of digital literacy for improving students’ 21st century skills and preparing them for college and professional careers.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"124 - 145"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2020.1719244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48684587","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":"Developing technological pedagogical content knowledge survey items: A review of literature","authors":"Joseph Njiku, Védaste Mutarutinya, Jean François Maniraho","doi":"10.1080/21532974.2020.1724840","DOIUrl":"https://doi.org/10.1080/21532974.2020.1724840","url":null,"abstract":"Abstract This review of the literature analyzed twenty-eight survey instruments that were designed and validated by different researchers in order to measure teachers’ technological pedagogical content knowledge. The analysis was done to find out the nature and synthesis of survey items across domains of the technological pedagogical content knowledge framework. The review showed that researchers design items differently across subscales, being either specific or broad in content, teaching approaches or technologies knowledge and their interactions. The logical pick up of concepts in the items from the primary technology, pedagogy and content domains to their complex interactions was only seen in few scales. We provide suggestions derived from the review for designing survey items that capture teachers’ knowledge of technology integration in teaching while addressing specific content, pedagogy, and technology. We also recommend the logical relationship interlinking concepts in the three basic domains into their interactions that form complexities of teacher knowledge.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"150 - 165"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2020.1724840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48619199","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 teachers’ mobile learning experience: An exploratory study of iPad-enhanced collaborative learning","authors":"Y. Kuo, Yu-Tung Kuo","doi":"10.1080/21532974.2020.1719380","DOIUrl":"https://doi.org/10.1080/21532974.2020.1719380","url":null,"abstract":"Abstract This study investigated preservice teachers’ perceived learning experience in iPad-enhanced, collaborative learning environments. Three variables, including sense of community, perceived collaborative learning, and iPad self-efficacy, and their correlations with perceived learning experience were examined. The participants were 67 preservice teachers from a northeastern university in the United States. Data were collected using an online survey. The results indicated that there were significantly positive correlations between perceived learning and the sense of community, perceived collaborative learning, and iPad self-efficacy. Sense of community was the stronger predictor of preservice teachers’ perceived learning. iPad self-efficacy was a key factor in preservice teachers’ learning experience in the iPad-enhanced collaborative work. iPad ownership had a potential influence on preservice teachers’ iPad self-efficacy.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"111 - 123"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2020.1719380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43840843","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":"Computational Thinking: What Went Wrong?","authors":"Ann D. Thompson, Denise L. Lindstrom, Denise A. Schmidt-Crawford","doi":"10.1080/21532974.2019.1696641","DOIUrl":"https://doi.org/10.1080/21532974.2019.1696641","url":null,"abstract":"The recent focus upon Computational Thinking and suggestions that Computational Thinking (CT) should be included in preK-12 education as well as teacher education brings back memories of earlier times in the area of technology in teacher education. Looking back at the history of our field, some of us remember an early (1980’s) emphasis on CT. Although most did not call it CT at the time, many of the early leaders and followers in the Logo movement were interested and inspired by the possibilities of the computer as “an object to think with” and an environment where children could learn important problem solving skills in an active, student centered way. As Glen Bull, Joe Garfalo, and Rich Nguyen mention in their article in this issue: “Thinking About Computational Thinking: Origins of Computational Thinking in Educational Computing,” Seymour Papert provided a clear vision for using technology to provide problem solving environments where children could develop skills that we now call CT. Papert’s visions for technology use in schools were clearly articulated in Mindstorms (1980) and these visions motivated many of us to begin to define and explore uses of computers in classrooms. Much of this early work involved designing environments for using the Logo language in classrooms. More than 40 years have passed since this early work with Logo and much of the early enthusiasm for Logo as a tool for classroom teachers waned after the initial excitement over Papert’s vision. In fact, younger researchers and educators may view the current emphasis on CT as a new area of emphasis for technology in teacher education rather than the reemergence of a significant piece of our history. Honoring, understanding and using the history of Logo and Papert’s visions for computer use in classrooms needs to be an important part of the current work in CT and the “Thinking about Computational Thinking” article in this issue should be a required read for those working on CT research and development today. Forty years ago Papert presented a clear vision of the importance of CT in schools and specific ideas for how to incorporate CT in classrooms. After initial enthusiasm for Papert’s approach, however, classroom use of computers turned toward using computers to augment and enhance existing curriculum and methods. It is important to understand what happened to the early efforts to incorporate CT in schools and the use of the computer as “an object to think with.” Looking back, we suggest there are four major reasons that our initial uses of computers in schools focused upon integrating computers into existing curriculum and methods and not on creating environments for learning CT.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"4 - 5"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1696641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42484920","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":"Perceptions of non-STEM discipline teachers on coding as a teaching and learning tool: what are the possibilities?","authors":"Beverly B. Ray, Reenay R. H. Rogers, Martha M. Hocutt","doi":"10.1080/21532974.2019.1646170","DOIUrl":"https://doi.org/10.1080/21532974.2019.1646170","url":null,"abstract":"Abstract Research explored the change in perspectives of K–12 non-STEM discipline teachers regarding coding as an instructional tool. Whether, and to what extent, participants (n = 35) are willing to embrace coding as a teaching and learning strategy was examined. Findings suggest that participants’ perspectives improved as a result of their participation in a series of coding activities that included opportunities for coding, structured reflection, and peer discussion. Results also indicate that a majority of participants (nearly 69%) agree that coding is a critical skill that all educators should address, but many (51%) lack confidence in their ability to integrate coding into their instructional practice. Finally, implications for professional practice are discussed.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"19 - 31"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1646170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41555223","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":"Instructional strategies to promote computational thinking for young learners","authors":"Abeera P. Rehmat, Hoda Ehsan, M. Cardella","doi":"10.1080/21532974.2019.1693942","DOIUrl":"https://doi.org/10.1080/21532974.2019.1693942","url":null,"abstract":"Abstract Increased recognition of the importance of computational thinking as a core skill for all students has led many states to adopt and implement computer science standards, with a focus on teaching computational thinking. Consequently, there is an increased need to prepare educators that are equipped with the knowledge, skills, and instructional strategies required to teach computational thinking. In this case study, we present instructional strategies utilized by informal educators (i.e., parents) to facilitate computational thinking amongst five-to-seven-year-old children during two activities (a no-tech and a technology-based activity). The data for this empirical study includes videos of the parent-child interactions during both activities. Through a two-phase coding process (deductive coding, using CT competencies to capture children’s CT, followed by inductive coding to identify the emergent themes for the strategies parents used to engage children in CT) we identified productive strategies of: Questioning, Modeling, and Motivation/Encouragement to engage children in five CT competencies.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"46 - 62"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1693942","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42347779","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":"Preparing for Our Future","authors":"Rachelle Dené Poth","doi":"10.1080/21532974.2019.1685340","DOIUrl":"https://doi.org/10.1080/21532974.2019.1685340","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1685340","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41362513","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":"A cross-institutional investigation of a flipped module on preservice teachers’ interest in teaching computational thinking","authors":"Shenghua Zha, Yi Jin, P. Moore, Joe P. Gaston","doi":"10.1080/21532974.2019.1693941","DOIUrl":"https://doi.org/10.1080/21532974.2019.1693941","url":null,"abstract":"Abstract Informed by the person–object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teachers' interest in teaching computational thinking. The study was conducted in a flipped computational thinking module hosted in three sections of educational technology courses at two U.S. institutions. Results from the quantitative analysis showed that preservice teachers who did both Scratch coding and physical computing practices had a higher level of interest than their peers who only did the Scratch coding only. Our qualitative analysis found evidence that preservice teachers' interest differed by their gender and major/specialization statuses. At the end, we provided suggestions for future research and practice for teaching computational thinking in teacher education.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"36 1","pages":"32 - 45"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2019.1693941","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42589180","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}