ABSTRACT
Rapid and continuous changes in digital technologies have changed both classroom practices and teacher profiles in education. It can be argued that a new context of teaching may lead some teachers to develop a different teacher identity in order to meet the needs of the era. Within this perspective, this case study attempts to explore the impacts of Information and Communication Technologies (ICT) revolution in education on teachers' professional identity through the lens of three English instructors from three different contexts in Turkey. The study particularly focuses on reflections of teachers during the pandemic. As a theoretical framework, the study adopts Wenger's (1997) social theory of learning and, within this framework, it discusses these teachers' professional identities in relation to their ICT usage. In particular, three modes of belonging, Engagement, Imagination and Alignment, are underlined. A qualitative approach is employed based on the written history documents of the participants and semi-structured interviews as data collection tools. The findings are gathered with a deductive thematic analysis, and they illustrate that teachers have some external and internal difficulties regarding their ICT usage, and they form a new shape of professional identity mainly through collaboration, community expertise and contributing new ideas in their school contexts. Although the use of new digital technologies mostly enables them to adopt a positive and modern teacher identity in their teaching contexts, it also leads some of them to sometimes question their teacher identity due to their limited ICT knowledge and competence. Thus, the study suggests some implications both for language teachers to invest in their digital identities, and for school administrations to create a friendly atmosphere where the community of expertise can be shared freely among teachers.
ABSTRACT
Statistics is an important component of the knowledge base for health care professionals. In this essay, it is argued that statistical knowledge for teaching (SKT) should be considered an important component of their preparation as well. Health care professionals often must help others understand the statistical basis for recommendations they make. A COVID-19 press briefing is used to illustrate the need for SKT when making high-stakes recommendations related to public health. It is conjectured that efforts to educate the public during the press briefing would have been enhanced if the presenters had deeper knowledge of the general public's common statistical thinking patterns, the typical statistics curriculum experienced by members of their audience, and contemporary tools for teaching statistics. The importance of such knowledge to support smaller-scale individual interactions is also discussed. A call for SKT-centered partnerships between educational researchers and medical researchers is made;such partnerships could be mutually beneficial to the development of both fields and to society at large.
ABSTRACT
During the COVID-19 pandemic, pre-service teachers must devote time and effort to familiarizing themselves with the online educational internship system and adapting their pedagogy to the new internship mode that integrates information and communication technologies. Under such a circumstance, teachers' technological pedagogical content knowledge (TPACK) plays a critical role in making them competent in online internships, and their self-efficacy can facilitate their TPACK development. Based on the data collected from 202 pre-service teachers during the COVID-19 pandemic in China through online surveys, this study investigated the association between their self-efficacy and their TPACK during the online internship. The results of multiple regression analyses suggested that pre-service teachers' personal and general teaching efficacies significantly predicted TPACK competencies to varying degrees. To be specific, pre-service teachers' personal teaching efficacy significantly and positively predicted all the TPACK dimensions;meanwhile, GTE only significantly and positively predicted Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK). Also, the conclusions, implications, and suggestions for theory and practice were discussed. © 2023 IEEE.
ABSTRACT
We faced the challenge of a rapid transition of our university on campus programs, professors, and students to remote synchronous delivery (RSD) via virtual classrooms as the COVID-19 pandemic closed our campuses. Like Alice in Wonderland and her creature colleagues as they struggled their way across the pool of tears, many post-secondary educators anguished at the sea of challenges before us as we faced this abrupt shift to remote synchronous delivery (RSD). Required to work online from our home offices, professors began to explore teaching via video conferencing platforms like Zoom. We paused to briefly take stock and plan a course of action. It seemed as if we could possibly reach the brink of mayhem in attempting this transition en masse within two to three short weeks. How would this transition proceed and what professional development workshops and webinars would assist - especially for instructors who had not taught extensively before via RSD and video conferencing platforms? In my role as Associate Dean for Faculty Development at a medium-sized university in Canada, I seized upon the tried and true "process-content approach" as our solution - that is, having our professors experience and do RSD learning themselves as they discussed how to teach remotely. This chapter explains this approach and describes how to do such transitional workshops in an educative and efficient way. We found that "...the best way to explain it is to do it" (Carroll, 2000). © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
My biggest fear about teaching a social studies methods class with COVID restrictions was talking "at" my teacher candidates and not modeling interactive and engaging social studies education. Social studies education should be engaging and student-centered. In this article, I offer technological adaptations to lessons that center around three main ideas of history/social studies teaching: Promoting Historical Inquiry, Facilitating Discussions, and Supporting Civic Engagement. With advances in technology and digital learning tools, challenging and active social studies instruction can be achieved in a virtual or hybrid learning environment.
ABSTRACT
This inquiry examined the pedagogical practices in mathematics of elementary teachers (N = 27) who had been identified as experienced and successful and were working in an urban school district with underserved student populations. Also investigated were relationships between their instructional practices and other elements of proficient teaching of mathematics, including specialized content knowledge and beliefs. Quantitative and qualitative data were collected via a knowledge assessment, belief surveys, classroom observations, and individual interviews. The findings related to learner‐centered, equitable mathematics instruction reveal a mixed picture of understanding and enactment by the participants, illuminating variability and complexity, especially within the context of a standardized model for instructional delivery. Participants expressed constraints in implementing learner‐centered, equitable mathematics instruction, particularly: prescribed, scripted lesson plans;teaching roles that involved instruction of many students thus contributing to lack of familiarity;and a mix of learners who were in‐class and remote due to the COVID‐19 pandemic. The results also demonstrate that pedagogical practices were shaped by participants' specialized content knowledge and to a more limited extent their beliefs. These data further reveal mixed endorsements of the different belief constructs. Considerations for teacher development are discussed. [ FROM AUTHOR] Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
This book is an inquiry about the possibilities of using technology to support the education of artists within higher education contexts. Even though technology-enhanced learning and teaching may seem incongruent with the long-established studio-based cultures of making and performing, it is increasingly becoming a pivotal point to connect artistes to potential audience and markets. Amidst the COVID-19 pandemic, technology is also the crucial linchpin for educational continuity of student artists. This book explores how technology could enhance the education of artists and designers as they continue to create, make, and add value to life and society through their artistry. It draws upon the experiences of the Nanyang Academy of Fine Arts (NAFA), a pioneering arts institution in Singapore with over 80 years of institutional history. Through 9 vignettes, this book illustrates technology-enhanced pedagogical practices that have been implemented in different artistic learning spaces including classroom, studio, and stage as well as institutional support strategies. With a naturalistic stance, these chapters seek to illuminate realistic pictures of teaching and learning that are being uncovered by artist educators as they sought to integrate technology within teaching practices using available technologies and within the classes that they are teaching. It is hoped that this book will stimulate conversation among artist educators about possible pedagogical models, as well as inform higher arts institutions about the contextual strategies needed to support the creation of technology-enhanced pedagogical practices. © Springer Nature Singapore Pte Ltd. 2021.
ABSTRACT
The recent decades have witnessed an accelerated pace of educational development due to the advancement of digital technology. The recent inclusive spread of the COVID-19 pandemic has influenced this development, resulting in the emergence of an educational revolution that extensively uses online courses. These changes entail figuring out how teachers' digital literacy has expanded along with this phenomenon. In addition, given the new technological advances in recent years, an upheaval has taken place in teachers' understanding of their dynamic roles, which is known as professional identity. Professional identity influences teaching practices with special consideration devoted to English as a Foreign Language (EFL). Technological Pedagogical Content Knowledge (TPACK) is considered an effective framework whereby the incorporation of technology into different theoretical situations such as EFL classes is understood. This initiative was introduced as an academic structure to improve the knowledge base, which helps the teachers to efficiently teach using technology. This yields important insight for teachers, particularly, English teachers, who can use them to improve three aspects of education, namely, technology, pedagogy, and content knowledge. Along the same lines, this paper aims to consider the relevant literature on the contribution of teacher identity and literacy to teaching practices, using the TPACK framework. Accordingly, some implications are presented to educational stakeholders such as teachers, learners, and material developers.
ABSTRACT
Guided by Community of Inquiry (Garrison and Vaughan, Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass Publishers, 2008), this study investigated faculty's cognitive, social, and teaching presences in teaching Chinese as a foreign language classroom during emergency remote teaching (ERT) necessitated by the COVID-19 pandemic during the spring semester of 2020. The study collected data from five videoconferencing interviews with five faculty participants. The five participants, purposefully sampled, taught Chinese language classes across varying proficiency levels from five different four-year college institutions in the United States. The study analyzed the engagement strategies the participants employed in organizing their social, cognitive, and teaching presences. It further suggests pedagogical implications and future research for language instructors, teacher education programs, and university administrators to consider. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.
ABSTRACT
In this exploratory study, we evaluated which factors are predictive of technology-supported teaching, conceptualised as Technological Pedagogical Content Knowledge (TPACK) competences and related professional development needs, and teachers' mental health in terms of job satisfaction, work-life balance, and teacher stress during COVID-19's first period of emergency remote teaching (ERT). In spring 2020, an online questionnaire was administered to gauge factors relevant to (1) shifting to ERT, (2) teachers' well-being, and (3) teacher characteristics. Data from 309 Dutch teachers across educational sectors were analysed using Structural Equation Modelling in two models. We further explored the results of the model predicting technology-supporting teaching as this showed the most optimal fit. Our analyses show that factors from all three categories contributed to technology-supported teaching during the first educational lockdown, but that competence-related aspects were the strongest predictors. Our results offer directions to strengthen the teaching context to support teachers navigating challenging ERT-periods. [ FROM AUTHOR] Copyright of Educational Psychology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
The COVID-19 pandemic has disrupted the normal functions of schools globally. Online learning is a new concept in Bhutan. Nonetheless, classes have begun using various online learning platforms to continue their operations during the pandemic. This study examined primary school teachers' perceived information technology knowledge and proficiency. The participants of this study consisted of 124 primary teachers from two western districts of Bhutan. Data were collected using an online survey. The study's findings suggested that although the majority of participants (98.2%) had access to personal digital devices, slow internet connection and high internet data subscription charges (60.7%) were cited as significant challenges. Findings also revealed that a small percentage of the participants, less than 12 (9.7%) teachers in this study preferred to teach entirely in an online learning environment. The results of multiple linear regression suggested that only technological pedagogical knowledge (TPK) [t = 2.68, p = 0.008, [beta] = 0.236] and perceived information technology proficiency of teachers (PITP) [t = 3.55, p = 0.001, [beta] = 0.306] were statistically significant predictors of technological knowledge (TK).
ABSTRACT
The past couple of years have witnessed an inexorable upsurge in the usage of internet activities, especially, after the emergence of the COVID-19 pandemic. Keeping in pace with the fast track mercurial changes in the aura of technology, a handful of electronic gadgets and head turning mobile applications have also emerged, further propelling the ambit of technological development. Ever since the emergence of the COVID-19 pandemic, education has been largely supported by via online mode. There has also been large scale acceptance of Online Learning Apps. One of the latest grown Online Learning app is the latest version of BYJU'S known as "Aakash BYJU'S”. Teachers that of late, especially the college faculties have shown huge penchant towards the online classes delivered by Aakash BYJU'S. In this light, it is vital to throw light upon the perception of such college teachers towards Aakash BYJU'S online classes. The present research undertaking aims at probing into the attitudes and behaviour of such college teachers towards Aakash BYJU'S online classes by the application of Technology Pedagogical and Content Knowledge (TPACK) model. For this purpose, a survey has been conducted among 343 college faculties in selected districts of West Bengal and their responses were recorded. "Structural Equation Modeling” (SEM) has been used to unravel the model fits and hypothesis testing done at the ultimate stage for validation. The findings reveal positive perception among the surveyed consumers towards the online classes of Aakash BYJU's. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
As universities contend with high rates of student attrition from intended STEM majors, due to many students' difficulty in passing entry-level mathematics courses, they must examine the systems they have in place and determine how best to support these students. Historically, graduate teaching assistants (GTAs) are assigned to introductory calculus classes, which serve as undergraduate-level gatekeeping courses. On one hand, this allows for additional instructors to assist mathematics faculty;however, many universities do not provide adequate training in pedagogy for their GTAs. Untrained GTAs may not have the requisite pedagogical content knowledge to teach and support struggling students. GTAs should be prepared to teach both content and disciplinary literacy, so they can help students build mathematical knowledge.This two-case qualitative study examines how GTAs trained in pedagogical content knowledge are able to build mathematical literacy knowledge within a calculus instructional system through the theoretical lenses of Knowledge Building (Scardamalia & Bereiter, 2003), Ecological Systems (Bronfenbrenner, 1977) and Activity Systems (Engstrom, 1987). As acquisition of mathematical literacy and fluency in the mathematics spoken and written registers is imperative for students to progress in higher-level mathematics courses, experienced GTAs are positioned to provide supports for students who work toward achieving proficiency in calculus.Even working within system constraints, such as social distancing mandates during the covid-19 pandemic, these GTAs were able to draw on their pedagogical content knowledge to help remediate students in a hybrid classroom environment. Seven Knowledge Building principles surfaced in both the calculus system and the GTAs' classrooms. Universities should consider providing extensive training in pedagogy for their GTAs to become more effective instructors to help offset high attrition rates of their intended STEM majors. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This chapter looks at a construct in teacher knowledge known as pedagogical content knowledge (PCK), which has been viewed by many to be the ‘missing paradigm' in teacher education research. The history of PCK is presented, recent conceptualisations of PCK are explored and another construct, known as technological pedagogical content knowledge (TPACK), is introduced. The recent COVID-19 pandemic has led to opportunities for both students and teachers to work through online platforms, therefore development of TPACK would be viewed as more important now than ever. Teaching strategies that show well-developed knowledge of how to teach scientific content are explored and ways of capturing and measuring PCK and TPACK are presented. Throughout the chapter, the author will engage in reflective consideration for how PCK, in particular, has shaped her knowledge of teaching and, to that end, presents a new model to conceptualise PCK that includes consideration of current trends in science and technology education. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The objectives of this study were to investigate and improve the university instructor's content knowledge and technological skills relating to digital learning. The research participants involved 260 lecturers from eleven education departments that teach 260 subject matters at a private university in NTB Province, Indonesia. We verified the instructor's content knowledge through the availability of course materials suitable to students' competencies needed and their potential. Then, it identified the instructor's skill in using information and communications technology (ICT) devices and analyzed the data. Enforcing an online learning workshop for the instructors who still had low digital knowledge, we evaluated their efforts during workshop activities. This research found that in the online learning process during and post the COVID-19 pandemic, the lecturers' course material preparation was generally unsatisfactory, even though they had good competencies in the use of ICT tools. This study gave information that the instructors who had abilities to digital devices did not automatically provide good services in online learning and technology adaptation processing for students. Fortunately, by training lecturers in the e-learning platform, the institution's efforts have to be successful in solving this problem. The training approach appertained dealing with the content knowledge improvement could affect their productivity in creating the learning media based on ICT and the presentation to be interesting. The instructors could enrich the content quality. The simulation exercise of the e-learning platform improved the instructors' competency related to the benefits of e-learning devices, the arranging of course materials, and students' learning activities management. For future development, we suggest that the institution must provide progressive support and training to ensure the continuity of online learning in the university. © 2022, City University of Hong Kong Press. All rights reserved.
ABSTRACT
The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching to the new circumstances. The aim of this study is to highlight changes, in particular, the advantages and disadvantages associated with them, and to find out what conclusions were drawn for the future in the three experimental natural sciences of biology, chemistry, and physics at the University of Konstanz (Germany). In a guided interview, the majority of the university teachers in the bachelor's programs were interviewed, and their statements were subsequently categorized. While lectures and tutorials in distance learning were held asynchronously or synchronously online, laboratory courses used a variety of formats. The number of disadvantages cited, as well as the number of university faculty citing the same disadvantage, is greater than for advantages. The most commonly cited drawbacks fall into the areas of workload, communication, feedback, and active student participation. Physical presence and a return to the original learning objectives in the lab courses is wanted by the majority. The results point to commonalities between the science subjects and should encourage science departments to work together on similar problems in similar formats in the future. Furthermore, there is an urgent and ongoing need for the training of natural science teachers in competence-oriented digital teaching. © 2023 by the authors.
ABSTRACT
In light of the ongoing concern of the Indonesian Ministry of Education to continuously upgrade teachers' competence in the use of technology and impart critical thinking as part of 21st-century skills, this study sought to examine language teachers' self-perception of their TPACK and Higher-Order Thinking Skills (HOTS) competence during the COVID-19 pandemic. To this end, an explanatory sequential mixed-method study was designed to gather data from 137 languages (English and Bahasa Indonesia) teachers from various parts of Indonesia, employing a questionnaire and interview for data collection. The quantitative and qualitative data analysis revealed that the teachers perceived a rise in all TPACK subdomains, with the highest increment in TK and the smallest for CK. The teachers also rated themselves higher in HOTS and opined that TPACK supported HOTS-based lesson implementation. The implications for teacher training and pedagogy are also discussed. © 2023, The Pacific Association for Computer Assisted Language Learning (PacCALL). All rights reserved.
ABSTRACT
Spectroscopy is the basis of many applications in chemistry;however, the basic principles of light, light–matter interaction, and the operation of spectrophotometers are rarely present in chemistry curricula at the high-school level, or they are only briefly introduced to students before focusing on analytical chemistry applications. In this work, we report the results of a study conducted over several years, aimed to design, optimise, and put into practice a didactic sequence on light phenomena such as reflection, refraction, interference, diffraction, and light dispersion, as well as the basic principles of ultraviolet–visible spectroscopy and spectroscopic instruments. Difficult concepts of light phenomena and related topics were deeply investigated, focusing on the best ways to teach them to high-school students in the framework of the content-specific components identified in the topic-specific pedagogical content knowledge theoretical model. Inquiry-based learning and interactive STEM laboratory activities were combined with a historical epistemological teaching method. Short introductory videos were also recorded to help students during the remote lessons in the COVID-19 pandemic period. In this paper, we report and discuss the research strategy used in order to design and implement the sequence of educational activities, leading to a final optimised didactic sequence that was tested in a pilot study. The main results were obtained from the experimentation with several classes in two high-school technical institutes with a chemistry and material sciences curriculum, along with a group of undergraduate students during the first part of an introductory course on molecular spectroscopy. © 2023 by the authors.
ABSTRACT
Distance and Blended education have been studied and applied in many disciplines but there has been limited use and assessment of these learning modes for design studios. The Coronavirus Disease (COVID-19) pandemic has forced education delivery methods in the United States to become more online/hybrid in the 2020 school year without much preparation. As schools slowly shift to post-pandemic teaching modes, it is necessary to examine and evaluate what was learned during the pandemic online environment for design education. Previous studies have examined the effectiveness of online delivery of design education by virtual design studios using advanced digital technologies and equipment on a variety of platforms to teach specific design skills. In this study, the researcher uses semi-structured interviews of design educators and a survey of design students to examine their experience with their online learning environment during the 2020 school year. The qualitative and quantitative results of the study shed light on the challenges of online design studio learning during the pandemic and revealed opportunities for improving future design studio education. Lack of social interactions during the pandemic online learning impacted students' motivation. The use of digital technologies improved communication efficiency, but there is also ineffective communication that negatively affected peer interaction and learning, which in turn affected student learning outcomes and learning satisfaction compared to in-person design studios. The results also revealed openings to promote fully online design education, with studio courses reconfigured using the Technological Pedagogical and Content Knowledge (TPACK) framework and with properly trained design instructors. This hybrid learning environment would lead to students receiving an optimal learning experience that benefits from the advantages of in-person instructions along with the efficiency of digital technology-based learning platforms. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This study demonstrates a positive link between participation in an online project-based learning course, designed as a pedagogy of practice, and preservice teachers' professional-identity development process. The linguistic and content analyses revealed that the construction of professional identity was manifested through six motifs: Self-confidence, self-agency, sense of belonging, self-awareness, autonomy, and envisioning a future teaching self. Each of the motifs was portrayed with its characteristic set of time-oriented types of discourse (i.e., using past, present, and future tenses while describing feelings and thoughts regarding one's teaching self.) Based on the findings, we introduce a multidimensional model that explains identity construction as occurring at the intersection between the dimensions of identity and the temporal dimensions found in reflective discourse. • This online project-based course contributed to PSTs' professional identity development. • The study demonstrates the positive role of "pedagogy of practice" design on professional identity development. • The positive contribution of the online PBL course was documented during COVID19 crisis. • Six motifs related to PSTs' professional identity construction were discerned. • Each of the motifs was portrayed with its characteristic set of tense-oriented types of discourse (past, present, future). [ABSTRACT FROM AUTHOR] Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)