ABSTRACT
The COVID-19 pandemic and resulting closures of in-person interactions required colleges and universities on a worldwide scale to rapidly establish alternative modalities of instructional delivery. Educators quickly converted courses to a digital format, and their efforts were often met with PANTS (i.e., Pandemic Accelerated, Novel Technology Symptoms). As faculty and students are burdened with PANTS, students' learning experiences may be compromised with the addition of home, health, financial, and technological stressors. Data assessing concerns pertaining to the "virtual university" transition were collected from 1,038 students at one public university in southern California. Findings indicate that students are predominantly concerned with experiencing a disconnection with their instructors, disengagement with the course material, and an increase in workload due to the online transition. Guided by Bronfenbrenner's bioecological model (Bronfenbrenner U, Morris PA, The bioecological model of human development. In Damon W, Lerner RM (eds) Handbook of child psychology, 6th edn. Volume one: theoretical models of human development. Wiley, pp 793-823, 2006) and Koehler and Mishra's (2009) TPACK (Technological Pedagogical Content Knowledge) Framework, this chapter proposes strategies instructors can utilize, such as the implementation of open educational resources (OER) to reduce the strains associated with PANTS. Faculty are encouraged to "teach without PANTS," which requires recognizing the unique learning needs of a diverse body of students amidst the COVID-19 pandemic. © Springer Nature Switzerland AG 2021. All rights reserved.
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
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
Spring of 2020 ushered in an unprecedented change for classrooms across the country. Due to the COVID-19 pandemic, traditional school settings were unsafe and all classes went to an online format. This study explored the teacher response to online teaching and teacher efficacy in the face of the pandemic. Recognizing professional development needs go beyond simple technology training, this study, through teacher surveys and parent and teacher interviews, incorporated several different known influencers of outcomes to determine if and how those factors impacted teacher efficacy during the pandemic. The purpose of this mixed methods research study was to determine the impact of growth mindset;Critical Race Theory (CRT) awareness and application;Technological, Pedagogical, and Content Knowledge (TPACK);and professional development on teacher efficacy during COVID-19 school closings and required online instruction. This study found that Critical Race Theory awareness and application is positively linked to higher levels of teacher efficacy and that TPACK is positively correlated with teacher efficacy. Demographic factors such as race, level of teaching, type of school, and percentage of students receiving free and reduced lunch did not show a significant difference on measures of efficacy, CRT, growth mindset, TPACK or professional development hours. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers' and learners' technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers' knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers' technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education.
ABSTRACT
Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators to adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey (N = 1740), this study aims to construct a model that predicts teachers' extensive technology acceptance by extending the Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. TAM has been a valuable tool to measure the adoption of new technology in various contexts, including education. However, TAM has been designed and principally applied to assess user acceptance of a specific technology implementation. This study has extended TAM to measure teachers' technology-enabled practice (online teaching) with the adoption of various technologies. The proposed model explains teachers' behavioural intention to teach online with a good fit. Our findings revealed the collective effects of TPACK, perceived usefulness (PU) of technology, and innovativeness on teachers' behavioural intention to teach online post-pandemic. Moreover, the study identified training and support from school as a significant predictor for both teachers' TPACK and PU. The novelty of this study lies in its model conceptualisation that incorporates both information-technology-based constructs and personal-competence-based features, including TPACK and innovativeness. Furthermore, our study contributes to the growing body of literature that addresses the online teaching adoption by schoolteachers in the post-pandemic era.
ABSTRACT
Although a number of studies have explored the experiences of remote English language teaching in response to COVID-19, yet to be addressed is English language teacher-educators' beliefs regarding their online tutoring practices. This article reports on the finding of a study which attempted to identify tutors' beliefs about the differences between face-to-face (F2F) and online tutoring and the knowledge and skills required for online tutoring. Data collected through a questionnaire and follow-up interviews reveal that instructional strategies were regarded as a main difference between F2F and online tutoring, followed by the use of technology. However, knowledge about technology and how to use it was believed to be most important for tutoring in an online environment. Implications of the study include creating structured professional learning opportunities for online tutors, incorporating a focus on managing well-being, and developing awareness of the trainees' sociocultural context.
ABSTRACT
The objective of this research is to measure the perception that teachers had about their own performance when they were forced to carry out an Emergency Remote Teaching due to the COVID-19 pandemic. A questionnaire was provided to teachers of every educational stage in the Basque Country (Child, Primary and Secondary Education, Professional Training and Higher Education) obtaining a total of 4,586 responses. The statistical analysis of the data shows that the greatest difficulties reported by educators are shortcomings in the training of teachers in digital skills, as well as a lack of resilience of the system and / or lack of a 'plan B' in extraordinary situations. The existing digital divide between teachers based on their gender, age and type of school should be highlighted. Another worrying result is the lower technological competence in lower educational levels, which are the most vulnerable in remote teaching. These results invite us to reflect on the measures to be taken to improve equity, social justice and resilience of the educational system.
ABSTRACT
This chapter takes a snapshot of the current situation in terms of secondary school English teachers' capacity to engage in teaching remotely, as has been necessary during the COVID-19 pandemic, in three distinct locations within Asia – India, Malaysia, and Taiwan. In addition, taking account of the potential effects of COVID-19, it seeks to uncover any mismatch between teachers' theoretical understandings of what remote teaching of English language classes involves and what has been happening in practice. It is based upon a small-scale qualitative study that used questionnaire data from English teachers working in secondary schools in different locations and interview data from academics working in the field of English language teacher education in each location. Through the data, the study revisits how teachers' capacity to teach remotely is modelled as well as making recommendations in terms of supporting and training teachers to deliver classes remotely and the need to pay attention to both teacher and student wellbeing in order to make remote teaching sustainable. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Purpose. Following the outbreak of the COVID-19 pandemic, educational institutions were forced to close temporarily. Subsequently, online education replaced conventional classroom instruction, becoming the mainstream instructional method. This led to a significant change in lecturers' approaches in teaching translation courses. This study aims to investigate lecturers' experiences, reactions to, and techniques in online teaching the practice of translation. Methodology. It adopts a qualitative research method using in-depth interviews with university lecturers teaching translation online in Jordan. The participants' reflections were presented considering the components of the TPACK framework, described as knowledge, pedagogy, and teacher content knowledge. Findings The results of this study reveal the most relevant and useful skills and knowledge that translation lecturers can acquire from their colleagues' experience of online teaching this subject, as well as the approaches they found best supported the online teaching mode. Also, it highlights the importance of considering the TPACK model in teacher's practices. Implications for Research and Practice. The study's findings have implications for teachers and the academic staff in institutions of higher education. The findings reveal information based on teachers' feedback to improve online education for the practice of translation. This information can be taken into consideration in the future planning of training programs for online translation teachers in the post COVID-19 era. The main study limitation is that teachers' self-assessment of competencies can be biased and thus may have affected the results. In order to avoid responses' bias, future studies may adopt different approaches to understand and examine the TPACK of teachers. © 2022 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).
ABSTRACT
The South African Department of Basic Education (DBE) has considered the introduction of Tablet PCs an important aspect in improving the quality of education in South Africa. The Covid-19 pandemic has hastened the introduction of Tablet PCs due to the increased need for distance and online learning. Educators are often unwilling to accept and use Tablet PCs for teaching and learning because they do not have the necessary skills to integrate Tablet PCs into their pedagogical practices. This paper discusses the practical implications of the introduction of Tablet PCs into previously disadvantaged schools in South Africa specifically during the Covid-19 pandemic. To provide guidance to the DBE, principals, and educators to promote effective use and acceptance of Tablet PCs by educators for classroom and distance learning. © 2023, Association for Information Systems. All rights reserved.
ABSTRACT
This large-scale study aimed to investigate the impacts of underlying factors on lecturers' burnout in emergency online classrooms during the outbreak of the Covid-19 pandemic. The study attracted the participation of 399 lecturers conducting online emergency classrooms from 30 universities and colleges across Vietnam. Data analyses with EFA, CFA, and SEM indicated that such factors as support resources, anxiety towards emergency online teaching and Coronavirus, lecturer's technological and pedagogical content, and knowledge significantly impacted their burnout levels. In contrast, no significant difference in burnout states was found between lecturers with different demographic features, genders, and residences. The results from this study also suggested critical pedagogical implications for higher education leaders and administrators to prepare emergency online classes for sustained education in times of crisis. © 2023,Turkish Online Journal of Distance Education. All Rights Reserved.
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
This paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. Based on the disciplinary pedagogical technological knowledge (TPACK) model, it is intended to measure the correct inclusion of technologies in the classroom. For this, a descriptive exploratory methodological design study was carried out. The instruments used have been the Likert scale questionnaire and the personal interview, organized into four dimensions in which the self-perception of professional ethical knowledge, ethical knowledge of technology, pedagogical technological ethical knowledge and disciplinary technological ethical knowledge of the future teachers. The questionnaire has been applied to a sample of 1.051 trainee teachers from a European university in the context of COVID-19 and 822 students participated in the interview. The results show the scarce training in professional ethical knowledge of teachers in training and the importance of addressing this knowledge in the 21st century, a post-pandemic context. Another of the conclusions is the need to include the ethical component in the TPACK model to achieve a correct and ethical use of digital resources in the classroom. © 2023 by authors;licensee CEDTECH by Bastas, CY.
ABSTRACT
This case study explored successes and impediments of a newly developed hybrid chemistry course at a public Midwestern university in the fall of 2021. The accelerated chemistry course was designed for first-year undergraduate students and it was technology heavy due to all the online components. The idea for hybrid delivery mode was instigated by COVID-19 pandemic and the desire to reduce face-to-face interactions on campus. The professor of the course tried new pedagogical approaches using various technologies. TPACK model was used as the conceptual framework for this qualitative study. Data were gathered by observations as well as interviewing the students, professor, and the department head. Findings suggested teaching chemistry in a hybrid manner can be successful with the right technologies and the benefits outweighed the challenges. Findings also suggested first-year undergraduate students seek human interaction and connection with the professor and find human factors impactful in their learning and retention. TPACK's claim for good teaching, then, was compared to first-year undergraduate students' view of a good teacher. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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
The purpose of this qualitative, phenomenological study was to explore how and to what extent teacher educators evaluate, align, and demonstrate technology within teacher preparation programs. The literature revealed the need for teacher educators to follow frameworks, taxonomies, and standards containing technological, pedagogical, and content knowledge utilized appropriately within various contexts. In addition, teacher preparation program leadership can provide relevant and purposively professional learning as well as the support needed for teacher educators when the TPP leadership possesses a basic understanding of adult learning. Using Teacher Educator Technology Competency #1, ten teacher educators were interviewed regarding their experiences utilizing technology within their teacher preparation program. The findings revealed teacher educators, whose technological knowledge, skills, and attitudes varied, utilized a variety of paths in the evaluation, alignment, and demonstration of technology. When their knowledge and skills were put to the test during the COVID-19 pandemic, most teacher educators transitioned smoothly to the various formats required by the pandemic and have also seen the "blessings in disguise" from this global challenge. Leadership varies among the institutions represented in the study, particularly in the area of technology integration. Many teacher educators have stepped up to the plate and provided the needed leadership in technology integration. This study has implications for policy and practice in the realms of teacher educator technology competencies, technology infusion throughout teacher preparation programs, professional learning, and leadership. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Secondary math teachers faced new experiences and struggles this past virtual school year due to the global COVID-19 pandemic. Nine secondary math teachers from a school division in southeastern Virginia participated in this qualitative single case study. Data collection included individual semi-structured interviews and technology integration artifacts. Through a three round coding process, ten themes emerged to answer the following three research questions: 1) In terms of curriculum, teaching methods, and assessments, how did teachers describe their pedagogical change in virtual learning? 2) How do teachers perceive student performance has changed within the virtual learning space? 3) From teachers' perspectives, how has the digital divide and educational inequities affected students' virtual learning based on student race? The data were analyzed through two theoretical lenses: Critical Race Theory (Ladson-Billings & Tate, 1995) and Technological Pedagogical and Content Knowledge (Mishra & Koehler, 2006). Some of the themes included level of rigor, classroom structure, technology integration, and academic dishonesty. None of the participants felt that educational inequity based on student race manifested this past school year. Implications for practice include preparing teachers for potential curriculum gaps and encouraging classroom modifications that support student learning. Implications for future research include operationally defining technology integration, researching technology integration in other content areas, and gathering data on the student experience during virtual instruction. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Integration of computational thinking and programming into science, technology, engineering, and math (STEM) classes is needed to promote students' learning of twenty-first century skills. Yet, teachers are not equipped to achieve this integration successfully as teacher education curricula do not generally align with this need. With the Covid-19 outbreak, curricula also need to be adapted for online environments. This qualitative study presents the redesign of an educational technology course that introduces programming and computational thinking to STEM preservice teachers for online settings, and explores learning experiences of preservice teachers, in terms of how they combine technological knowledge with pedagogy and content. Data were collected from course artifacts, such as reading responses, coding challenges, and lesson designs and implementations. The findings showed the online course design was helpful in enhancing preservice STEM teachers' pedagogical approaches of how to teach computational thinking and programming. Offering hands-on coding practices in the course allowed preservice teachers to improve their technological knowledge (programming), and they were able to integrate their technological pedagogical knowledge into their content area and design meaningful lessons. The study offers implications for design of online teacher education courses that promote preservice teachers' technological pedagogical content knowledge for computational thinking and programming.Implications for practice or policy:* The online course design implemented in this study can be adjusted into different contexts, considering that fully-online or blended teacher education courses will still be needed in the future.* The design guidelines used in this study can be utilised to develop online teacher education modules for educational technology topics other than programming.* The question prompts given to preservice teachers in the study can be refined to trigger deeper reflection on pedagogy of computing education.