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2021, Academia Letters
Academia Letters
Digitizing Teacher Education and Professional Development during the COVID-19 Pandemic2021 •
2019 •
"Style: The Garden of Forking Paths" is a title of a poster for MOFET Conference – The Story of Innovation in Teacher Education 2019
Association for the Advancement of Computing in Education (AACE). Available at https://www.learntechlib.org/p/216903/
Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field2020 •
The COVID-19 pandemic brought frightening headlines. Each day dawned with news highlighting the number of cases (and deaths), the contagiousness of the disease, the lack of a cure or vaccine, and the scarcity of personal protective equipment for our healthcare and other frontline workers. One of the few positives was the speed at which many global partners joined to battle the disease. Academic researchers and even academic journals joined in the fight. For instance, in addition to giving open access to articles, many medical journals switched to a speedier review to be able to quickly publish promising results. So, as researchers were making early discoveries, they had a way to bypass a traditionally longer review and publication process to give hope, share building blocks, and encourage collaboration.
Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field
Innovative Online Instruction: Synthesizing Learning and Online Video Game Consoles2020 •
In this chapter we describe how educators can use internet-connected video game systems to support student learning. Specifically, we explain how teachers can leverage the private and party chat functions in the cur- rent models of the Xbox and PlayStation consoles for remote instruction. Private chat is a no-cost feature on Xbox and PlayStation consoles that allows the user to invite one other person to a private chat-room. Party chat allows the user to invite up to eight people to a private group chat-room. Resources are included for educators interested in learning more about using video game consoles and how to get started learning about online games. Future directions for researching teaching and learning using video game consoles are offered.
Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field
“Connected” literacies: Virtual storybook reading and digital writing during the COVID-19 Pandemic.2020 •
This brief chapter details best practices in the shift to elementary-focused digital storybook reading and digital writing and ways to replicate these practices given remote learning contexts in K-12 and higher education. Preservice and inservice teachers can engage in versatile and flexible virtual storybook reading and writing events with elementary or secondary students as part of their teacher education training. Inservice teachers can also use more advanced techniques with read-aloud, shared reading, and digital writing. Activities can be structured to support reading and writing development for K-12 learners via distance learning methods (e.g., a smartphone or video conferencing tool) and use of free highly engaging digital texts and tools. Best practices during COVID-19 included supporting technology needs, detailing methods for storybook reading and digital writing and interaction, curating lists of engaging digital texts, approaches that had a comprehension and meaning-centered focus, and fostering motivation of the learner(s). Citation: Semingson, P., Owens, D., & Kerns, W. (2020). “Connected” literacies: Virtual storybook reading and digital writing during the COVID-19 Pandemic. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field (85-88). Association for the Advancement of Computing in Education (AACE). Retrieved June 16, 2020 from https://www.learntechlib.org/p/216903/.
Shanlax International Journal of Arts, Science and Humanities
Scope of Introducing TPACK of Teacher Education Programme in India.2021 •
The present study focused on the scope of introducing Technological Pedagogical Content Knowledge (TPACK) of a two-year pre-service and in-service teacher education program in India. This paper describes the TPACK awareness among teacher educators. It also emphasizes teachers educators integrate technology into education in the 21st century. The main objective of the study to find out the scope of implementation of TPACK on Teacher training programs & the relationship between technology and pedagogy content. Also, the researcher measures the curriculum and challenges to introducing TPACK and finally gives meaningful suggestions to gain technological skills. The methodology of the study is qualitative and interview methods are applied. The study is a mixed type involving interpretative, analytical study of documents, interview and study both primary & secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites, etc.
Journal of Education, Sohag University
Prospective Science Teachers' Level of Self-efficacy for Teaching Science Online and its Relationship to Their Perceptions of Education Technology Courses ... A Study at Beni-Suef University Prepared by2021 •
The Faculties of Education in Egypt seek to develop student teachers' skills for using technology in teaching their subjects through studying education technology courses. Since the arrival of Covid-19, the ability to teach online has become a necessity. The current study aimed to reveal prospective science teachers' level of self-efficacy for teaching science online. The study sample consisted of (253) prospective science teachers who graduated in 2020 from the Primary and General Education Divisions at the Faculty of Education, Beni-Suef University. A five-point Likert-scale was created for this study. The scale included (44) phrases belonging to four dimensions of skills: using online technology, using online pedagogy, managing online behaviour, and identifying online science content. The study results showed that the prospective science teachers in the two divisions had a very low level of self-efficacy for teaching science online. The results also showed that there was no correlation between the prospective science teachers' level of self-efficacy for teaching science online, and their perceptions of the education technology courses they studied during their preparation programme. Based on the findings, the researchers recommend the necessity of practically training student teachers on teaching science online through education technology and science teaching methods courses. Keywords: Teachers' self-efficacy, prospective science teachers, education technology, online teaching science skills.
Ijaz Arabi, Journal of Arabic Learning
Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning2021 •
The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.
International SOCIAL MENTALITY AND RESEARCHER THINKERS Journal
Öğretmenlerin Teknoloji Entegrasyonuna Yönelik Öz-Yeterlik Algılarının İncelenmesi2021 •
ÖZET Araştırmanın amacı, İstanbul genelindeki Millî Eğitim Bakanlığı' na bağlı Bilim ve Sanat Merkezleri (BİLSEM) ile diğer okullarda görev yapan öğretmenlerin teknoloji entegrasyonuna yönelik öz-yeterlik algılarının ne düzeyde olduğunu belirlemek, ayrıca değişkenlere göre nasıl farklılık gösterdiğini ortaya koymaktır. Bu temel amaç doğrultusunda, öğretmenlerin teknoloji entegrasyonuna yönelik öz-yeterlik algılarının; cinsiyet, yaş, branş, mesleki kıdem, eğitim düzeyleri, çalıştığı kurum vb. değişkenlere göre istatistiksel olarak farklılaşıp farklılaşmadığı alt problemleri araştırılmıştır.Araştırma kapsamında İstanbul' daki Bilim ve Sanat Merkezlerinde ve MEB' e bağlı okullarda görev yapan çeşitli branştan 67 kadın, 38 erkek (45 BİLSEM, 60 diğer okul) olmak üzere toplam 105 öğretmene ulaşılmıştır. Bu araştırmada, BİLSEM öğretmenleri ile diğer okullarda görev yapan öğretmenlerin teknoloji entegrasyonuna yönelik öz-yeterlik algılarını belirlemek ve karşılaştırmak amacıyla, Wang, Ertmer ve Newby (2004) tarafından geliştirilen ve Ünal ve Teker (2018) tarafından Türkçe' ye uyarlanan Teknoloji Entegrasyonuna Yönelik Öz-Yeterlik Algısı Ölçeği ile Kişisel Bilgi Formu kullanılmıştır. Verilerin analizinde frekans, yüzde dağılımı, t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırma sonucunda, BİLSEM öğretmenleri ile MEB'e bağlı olan diğer eğitim kurumlarında görev yapan öğretmenlerin Teknoloji Entegrasyonuna Yönelik Öz-Yeterlik Algılarının BİLSEM öğretmenleri lehine anlamlı farklılık gösterdiği tespit edilmiştir. Diğer demografik değişkenlerin öğretmenlerin teknoloji entegrasyonuna yönelik öz-yeterlik algıları üzerindeki etkisi örneklem bağlamında tartışılmıştır. Anahtar kelimeler: BİLSEM Öğretmeni, öğretmen ve teknoloji, Teknoloji Entegrasyonu, Öz-Yeterlik, Bilgi ve İletişim Teknolojileri ABSTRACT The purpose of the study is to determine the level of self-efficacy perceptions of teachers working in Science and Art Centers (SAC) affiliated to the Ministry of National Education and other schools throughout Istanbul, and also to reveal how it differs according to the variables. In line with this main purpose, teachers' perceptions of self-efficacy towards technology integration; gender, age, branch, professional seniority, education level, institution etc. sub-problems whether it differed statistically or not according to the variables were investigated. Within the scope of the research, a total of 105 teachers, 67 females and 38 males (45 SAC, 60 other schools), from working in the Science and Art Centers in Istanbul and schools affiliated to the Ministry of National Education were reached. In this study, in order to determine and compare the self-efficacy perceptions of SAC teachers and teachers working in other schools, the Self-Efficacy for Technology Integration developed by Wang, Ertmer, and Newby (2004) and adapted to Turkish by Ünal and Teker (2018) Competence Perception Scale and Personal Information Form were used. Frequency, percentage distribution, t test and one-way analysis of variance (ANOVA) were used in the analysis of the data.As a result of the research, it was determined that the Self-Efficacy Perceptions of SAC teachers show significant difference in favor of the Teachers working in other educational institutions affiliated to the Ministry of National Education. The effect of other demographic variables on teachers' perceptions of self-efficacy towards technology integration was discussed in the context of the sample.
International Journal of Advanced Science and Technology
The Development of English Teachers' TPACK: The Case of Teaching English to Young Learners in Primary schools2020 •
Despite nowadays, the integration of technology is widespread; many teachers still find challenges and difficulties to design their lesson with ICT integration as learning tools due to lack of time availability, lack of knowledge, and lack of facilities. Sufficient knowledge and ability to design an effective lesson plan will affect the success or failure of teaching g ICT integration. With this in mind, this study presents a descriptive case study that described how two primary teachers collaborate and present their teaching to the fourth-grade classroom through the framework of technological pedagogical and content knowledge (TPACK). Thus, the observations, interview, and video-recorded were taken to dig a set of knowledge underpinned teachers' decisions when design and teach the lesson using technology. The result found that teachers' awareness to develop their professional development in designing an effective lesson plan is compulsorily needed to support the success of rich-technology environment in teaching English to young learners.
International Society for Technology, Education and Science (ISTES)
Teachers’ Voices in One-to-one Technology Integration Professional Development Programs2021 •
Universal Journal of Educational Research
Exploring Teachers' TPCK: Are Indonesian Language Teachers Ready for Online Learning during the COVID-19 OutbreakInteraction Design and Architecture(s)
Emergency Remote Teaching Scenarios, Struggles and Soundboxes: A Case Study on Malaysian Teachers2020 •
International Journal for the Scholarship of Teaching and Learning
New Perspective on TPACK Framework in the Context of Early Childhood Education: The “A” Stands for Affective2018 •
Proceedings of Global Conference on Advances in Education and Research (GCAER-2020)
A course design for developing digital fluency in foreign language teacher candidates2020 •
Efficacy of In-service Education and Training (INSET) Courses in Improving EFL Teachers’ Technological Pedagogical and Content Knowledge (TPACK)
Efficacy of In-service Education and Training (INSET) Courses in Improving EFL Teachers' Technological Pedagogical and Content Knowledge (TPACK2020 •
2014 •
Australasian Journal of Educational Technology
Exploring teacher knowledge and actions supporting technology-enhanced teaching in elementary schools: Two approaches by pre-service teachers2011 •
Nordic Journal of Digital Literacy
Looking to the Future to Understand the Past: A Survey of Pre-Service Teachers' Experiences with Digital Technologies in Relation to Teaching History2013 •
2021 •
2021 •
Cogent Education
Evaluating novice and experienced EFL teachers' perceived TPACK for their professional development2019 •
Nordic Journal of Digital Literacy
Looking to the Future to Understand the Past: A Survey of Pre-Service History Teachers’ Experiences with Digital Technology and Content Knowledge2013 •
https://www.ijrrjournal.com/IJRR_Vol.8_Issue.2_Feb2021/IJRR-Abstract020.html
Identifying the Information Literacy Competency Standards for TeachersComputers in Human Behavior
How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective2021 •
British Journal of Educational Technology
SMART in Mathematics? Exploring the effects of in-class-level differentiation using SMARTboard on math proficiency2015 •
Chemistry Education Research and Practice
Teachers personalize videos and animations of biochemical processes: results from a professional development workshop2019 •
Social Science Research Network (SSRN)
Pre-service teachers' perspectives on their preparedness to use technology in classrooms in the United Arab Emirates: A qualitative approach2019 •
Computers
An investigation of Turkish pre-service teachers’ technological, pedagogical and content knowledge2015 •
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
Türkçe Öğretmenlerine Yönelik Teknolojik Pedagojik Alan Bilgisi (TPAB) Ölçeğinin Geliştirilmesi / Development of Technological Pedagogical Content Knowledge (TPACK) Scale for Mother Tongue Teachers in Turkey2020 •
International Journal of Progressive Education
Pre-Service Teachers as Creators and Students as Viewers of Children's Literature-Related Digital Stories: A Formative Experiment2020 •