ICT Transformation in Education: Its Impact on Language Teachers' Professional Identities

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.

The Relevance of Statistical Knowledge for Teaching to Health Care Professionals: Reflections on a COVID-19 Press Briefing

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.

Examining the Association between Pre-service Teachers' Self-efficacy and TPACK Competencies in Online Internships under COVID-19

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.

It Can Be Done: Engaging and Powerful Social Studies Education Using Technology

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.

Teaching and Learning the Arts in Higher Education with Technology: Vignettes from Practice

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.

Delving into EFL teachers' digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework.

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.

Instructors' Social, Cognitive, and Teaching Presences in Emergency Remote Teaching of Chinese Language in the United States: A Qualitative Study

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.

Technology-supported teaching in times of COVID-19's first period of emergency remote teaching: an exploratory analysis of influencing factors

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.)

Exploring Bhutanese Primary School Teachers' Technological Knowledge

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).

Two case studies examining how international graduate teaching assistants built mathematical literacy knowledge within the affordances and constraints of a calculus instructional system

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)

Pedagogical Content Knowledge in Science and Technology Education

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.

Learning Science at University in Times of COVID-19 Crises from the Perspective of Lecturers—An Interview Study

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.

Examining Language Teachers' Change in TPACK-HOTS Self-Perception during the COVID-19 Pandemic in Indonesia

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.

Introduction to Light Properties and Basic Principles of Spectroscopy at the High-School Level: A Pilot Study

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.

The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity

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.)

University Students' Experiences of the Teaching and Learning of an Acupuncture Programme: A South African Case Study

The quality of teaching and learning in educational programmes at higher education institutions (HEIs) cannot be overemphasised. This is of particular importance in skills programmes, such as acupuncture, because the teaching and learning of acupuncture at HEIs significantly influence students' competence in the world of work. Acupuncture is one of the most popular alternative treatments globally and contributes to improving public health. To provide quality acupuncture services to the public, HEIs must ensure that their students are competent in implementing the knowledge and skills gained in the programmes. The focus of this study is to explore students' experiences with the teaching and learning of the acupuncture programme at a South African HEI. A conceptual framework adapted from Shulman's (1986) Pedagogical Content Knowledge model and Mishra and Koehler's (2006) Technological Pedagogical and Content Knowledge model was utilised as a theoretical lens in this study. A descriptive qualitative single case study design was employed. The authors adopted a purposive sampling technique to recruit ten participants from the identified HEI. The findings of this study revealed that students' ambivalent experiences in the acupuncture programme. The findings will contribute to the improvement of quality teaching and learning of an acupuncture programme. This study concluded that diverse teaching and learning strategies should be implemented in the acupuncture programme, especially during the COVID-19 pandemic. ©Authors.

Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers' technological needs and suggestions

Drawing on qualitative research, this study explores the Iranian EFL teachers' technological needs and their suggestions for using computer-assisted language learning (CALL) during the COVID-19 pandemic. We analyzed the narratives produced by 66 English as a Foreign Language (EFL) teachers for their themes through deductive and inductive thematic analysis phases using MAXQDA. The findings indicate that CALL teacher preparation programs should prioritize technological pedagogical knowledge (TPK), then technological content knowledge (TCK), and finally technological knowledge (TK). Moreover, teachers stated that CALL teacher preparation programs should develop their knowledge concerning the intersections of TCK/TPK and TPK/TK. Furthermore, Iranian EFL teachers suggested that CALL can be used during the pandemic if cooperation among teachers, students, and parents will be made, technological-related infrastructures will be developed, and teacher preparation programs will develop EFL teachers' collaboration, digital literacy, teacher autonomy, and TPK with special attention to the educational needs made by the pandemic situation. The findings have implications for teacher educators, professional development course designers and providers, and decision-makers by highlighting promising directions to devote their precious time and resources. © 2022, The Author(s).

Tpack, Organizational Support, and Technostress in Explaining Teacher Performance during Fully Online Learning

Aim/Purpose This study aims to analyze (1) the effect of organizational support on Techno-logical Pedagogical Content Knowledge (TPACK), (2) the effect of organiza-tional support and TPACK on teacher performance, (3) the effect of organiza-tional support and TPACK on technostress, and (4) the effect of technostress on teacher performance.Background The disruption of Information Technology (IT) innovation in educational prac-tice happened two decades ago. However, the more massive and intense IT inte-gration in teaching and learning practice was demanded during the COVID-19 pandemic. These circumstances made teachers and students face a new teaching and learning environment with complete IT mediation. Therefore, they will show a unique response valuable for managing effective education and further research regarding teaching and learning in the online environment.Methodology Using a purposive sampling technique, data was collected from 419 pre-service teachers in the economics and business field. The data was then tabulated and analyzed using PLS-SEM.Contribution This study connects the concept of TPACK as knowledge to organizational support and technostress as the organizational and personal response to deal with massive IT integration in fully online learning during the COVID-19 pan-demic. This study bridges the educational concept of teacher competence to the behavioral framework of IS users to deal with the online environment. Teach-ing and learning are tasks that engage human -to-human interaction, which is different from other productive activities like the business sector. Therefore, this study may give fruitful findings, both theoretically and practically, to im-prove educational practice in this digital age.Findings Researchers found that organizational support and TPACK were valuable ante-cedents of teacher performance in an online environment. At the same time, technostress is not a critical threat to teacher performance. However, tech-nostress exists among teachers and is uncontrollable by TPACK and organiza-tional support. Researchers argue it is an unavoidable circumstance. The educa-tional system demands a rapid shift to fully online learning due to the COVID-19 pandemic. Therefore, the teacher should accept the challenge to maintain the continuity of teaching and learning activities.Recommendations for Practitioners Recommendations for Researchers (1) Teachers' knowledge and organizational support should become an essential concern for policy makers and school leaders to maintain teacher performance in this dynamic online environment. (2) The educational leader should develop a strategy to manage technostress among teachers from another aspect beyond TPACK and organizational support. (3) Policymakers should develop a strategy to compensate for teacher effort and sacrifices resulting from IT disruption in their working experience. Researchers should confirm and refine the framework developed in the private sector to the educational sector to generate more theoretical and empirical un-derstanding regarding the functional integration of IT devices on certain enti-ties' productive tasks. Impact on Society This study gives more understanding of how teachers respond to IT-integrated tasks in their academic activity. This discussion will give more wisdom to under-stand the threshold of IT usefulness in the educational field besides giving pref-erence to managing it to maintain teachers' work quality.Future Research Further research is required to identify the critical factors to manage teachers' technostress effectively. A qualitative research method may be helpful in explor-ing teachers' complex responses regarding IT-integrated tasks.

Exploring Bhutanese Primary School Teachers' Technological Knowledge

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).

Mobile Learning and Readiness of Ongoing Foreign Language Teacher Candidates for Future Retrospective Studies

Due to technical advancements, humanity has seen a variety of sociological transformations. In historical terms, the move to sedentary life may be categorized widely into two categories: industrial society and information society. It also indicates that these changes and advances are permanent in the educational and training contexts and that the link between teaching and technology is anchored and evolving. The specific differences of each student will be taken into account in future foreign language classrooms, as well as providing them with an active role, associating their learning, and equipping teachers with technical tools. This may be accomplished by submitting the future approach to educational settings to teacher candidates. The readiness is an essential factor, as the quality of preparation of teacher candidates and technology itself. Further technical breakthroughs have affected our everyday lives, the formation of new vehicles utilized in educational contexts, and the development of new methodologies, including today's smart tablet computers from the abacus. Today's research reflects the need to consider the potential effects of the COVID pandemic from a broader viewpoint. According to this perspective, rather than being viewed as an event, the integration of technology into education should be seen as a process influenced by variables other than only technological development. It is critical to assess the current situation in light of the history of technology and the existing situation in the present and changes throughout time as indicators of future developments. However, the extent of current data on the usage of mobile technology, which falls under the category of mobile technology, limits the reach of a retrospective cohort study (also called a historical cohort study or with a more general name longitudinal cohort study). The purpose of this study is to present data for future Longitudinal Cohort Studies by illustrating the degree of readiness of ongoing Anadolu University, Faculty of Education German as a Foreign Language Teacher Candidates.