Mobile-learning adoption in teacher education amidst COVID-19: Identifying two critical stages by exploring teachers' emotions

Mobile learning (ML) is extremely relevant to distance teaching. Although much is known about ML usage in teacher education, less is known about crucial points in teachers' ML adoption process under constraints such as the COVID-19 pandemic. The aim of this exploratory case study was to gain insight into the ML adoption process, including its critical points, by examining teachers' emotion-related language. This study investigated the emotional response of 32 inservice teachers to Mobile Learning (ML) adoption while attending ML training during the COVID-19 pandemic. The data were collected using semi-structured interviews (10), focus groups (3), and participants' reflections (96) at five time points. The data underwent multilevel analysis (content and linguistic analyses), revealing two critical stages during the ML adoption process and indicating several factors that may affect the quality of emotional response, thereby promoting or impeding this process. The study highlights the critical sages and their related features that must be addressed to promote optimal ML adoption in teacher education in both routine and emergency conditions.

Attitudes toward the Integration of Digital Games into Instruction in Teacher Education Colleges during the Covid-19 Pandemic

Aim/Purpose This paper examines how senior academic staff from a large sample of teacher education colleges regard the integration of digital games into teacher instruction. These colleges serve general or religious populations, and we examine what, in practice, their policy and vision were in this regard in the context of the COVID-19 pandemic. Background The sudden adoption of online teaching-learning due to the pandemic has been termed disruptive in that it drastically disturbed higher education in Israel and worldwide. The senior academic staff of Israel's colleges of education was responsible for leading policy decision-making during this period. The use of digital games for pedagogic purposes may be direct when used for knowledge acquisition and reinforcement and student development or indirect. Methodology Using semi-structured interviews, the current study applied an interpretive-constructivist approach to examine how senior academic staff from several teacher education colleges perceived the integration of digital games into teacher instruction and elicit their policy and vision in this regard, in the context of the COVID-19 pandemic. Contribution The findings suggest that discussions surrounding technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Findings Half the participants expressed a desire to integrate digital games into teaching and learning but acknowledged that in practice this was uncommon. Only a small minority considered themselves to have achieved successful integration in practice, with doubt and skepticism expressed by some of the religious colleges. Most colleges had policies to encourage the integration of technology in general into teaching, with these, in turn, supported by ongoing funding. Although a considerable gap between policy and implementation remained, the COVID-19 pandemic was viewed as having considerably accelerated the integration of digital games into preservice teacher instruction. Recommendations for Practitioners Discussions pertaining to technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Recommendations for Researchers The findings reflect the spectrum of challenges faced by the different populations the colleges employ and serve and the outcomes of the colleges' ongoing attempts to negotiate and reconcile different concerns. Impact on Society The findings have implications wherever colleges serve other socially and culturally conservative populations that are interested in or compelled to adopt techno-pedagogies. Future Research We call for further research into whether continued pandemic-related restrictions have increased the practical integration of techno-pedagogical tools such as into the curricula of teacher education

Perceptions of Senior Academic Staff in Colleges of Education Regarding Integration of Technology in Online Learning

Aim/Purpose The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the integration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and consequently, the aim of the present study is to fill this lacuna. Background In Israel, senior academic staff in colleges of education play a particularly important role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology This qualitative study conducted semi-structured interviews with 25 senior academic staff from 13 academic colleges of education in Israel. Contribution The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innovation and transformation during the Covid-19 pandemic. Findings The findings obtained from content analysis of the interviews reveals a central concept: "On both sides of the divide", and points of intersection in the perceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) between innovation and conservation, and (3) between crisis and growth. The findings indicate that in times of crisis, the polarity surrounding issues essential to the organisation's operation is reduced, and a blend is formed to create a new reality in which the various dichotomies merge. Recommendations for Practitioners The study has practical implications for the scope of discussions on the implementation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should consider the perceptions of policymakers. Recommendations for Researchers The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should examine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel).

Pathways to a knowledge society: A proposal for a hierarchical model for measuring digital literacy among israeli pre-service teachers

This paper presents the results of an empirical study on validation of performance statements for an inventory of the digital literacy skills required for learning. These skills are used to determine digital readiness of pre-service teachers. The paper reports on validation of an adjusted set of 54 performance statements which were categorized into seven digital learning domains. The seven digital learning domains were validated based on structural equation modelling which was then confirmed by factor analysis using AMOS software. The results of the analysis indicate the existence of a multi-layered model where all digital learning domains are positively connected to each other. Our findings therefore suggest a strong statistical validity of the performance statement inventory. The findings also point to the fact that pre-service teachers are in a transit phase from digital immigrants to digital natives. That, in the context of Covid-19 pandemic, implies the need to invest in appropriate preparation and training of pre-service teachers to teach in an online environment. The inventory for measuring digital literacy can be used to assess teachers’ digital readiness on a regular basis, thereby enabling them to adjust the teaching materials and pedagogy to achieve the required level of digital readiness, as defined by the school. ©ACPIL.