Ana María Ortiz Colón, Tomás Izquierdo Rus, Javier Rodríguez Moreno, Miriam Agreda Montoro
Research has proven that TPACK model can significantly contribute to teachers’ training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model.
{"title":"TPACK model as a framework for in-service teacher training","authors":"Ana María Ortiz Colón, Tomás Izquierdo Rus, Javier Rodríguez Moreno, Miriam Agreda Montoro","doi":"10.30935/cedtech/13279","DOIUrl":"https://doi.org/10.30935/cedtech/13279","url":null,"abstract":"Research has proven that TPACK model can significantly contribute to teachers’ training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43638010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online project-based learning (PjBL) is an increasingly popular teaching approach in higher education, especially in teacher education. Implementing online PjBL differs across subjects, bringing many benefits while posing challenges for educators and pre-service teachers. This systematic review aims to investigate the implementation, effectiveness and challenges of adopting PjBL in teacher education during the COVID-19 pandemic. The review provided a thorough overview of research on PjBL in teacher education during the COVID-19 pandemic, which was carried out using the systematic review methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Several relevant articles from five different databases (Google Scholar, Mendeley, ScienceDirect, Scopus, and Taylor & Francis Online) were collected using the keywords “project-based learning” and “teacher education” along with their synonyms. A final list of 26 included articles to be reviewed in this study is produced after the titles and abstracts screening and full texts evaluation using inclusion and exclusion criteria. This systematic review reveals that PjBL has been applied in teaching various subjects in teacher education with different types of projects and assessment methods. More importantly, integrating PjBL in teaching has been proven to positively impact the development of pre-service teachers’ knowledge, professional skills and learning attitudes. In addition, applying PjBL poses certain challenges for educators due to the requirements on teachers’ and students’ knowledge and skills as well as equipment and technology facilities. On the other hand, the COVID-19 pandemic, if viewed positively, contributes to boosting educators’ motivation and facilitating the implementation of online PjBL. The study findings can be used as a reference for future PjBL research and contribute to the literature on PjBL in the context of teacher education.
{"title":"Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review","authors":"Bui Phuong Uyen, Duong Huu Tong, Lu Kim Ngan","doi":"10.30935/cedtech/13238","DOIUrl":"https://doi.org/10.30935/cedtech/13238","url":null,"abstract":"Online project-based learning (PjBL) is an increasingly popular teaching approach in higher education, especially in teacher education. Implementing online PjBL differs across subjects, bringing many benefits while posing challenges for educators and pre-service teachers. This systematic review aims to investigate the implementation, effectiveness and challenges of adopting PjBL in teacher education during the COVID-19 pandemic. The review provided a thorough overview of research on PjBL in teacher education during the COVID-19 pandemic, which was carried out using the systematic review methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Several relevant articles from five different databases (Google Scholar, Mendeley, ScienceDirect, Scopus, and Taylor & Francis Online) were collected using the keywords “project-based learning” and “teacher education” along with their synonyms. A final list of 26 included articles to be reviewed in this study is produced after the titles and abstracts screening and full texts evaluation using inclusion and exclusion criteria. This systematic review reveals that PjBL has been applied in teaching various subjects in teacher education with different types of projects and assessment methods. More importantly, integrating PjBL in teaching has been proven to positively impact the development of pre-service teachers’ knowledge, professional skills and learning attitudes. In addition, applying PjBL poses certain challenges for educators due to the requirements on teachers’ and students’ knowledge and skills as well as equipment and technology facilities. On the other hand, the COVID-19 pandemic, if viewed positively, contributes to boosting educators’ motivation and facilitating the implementation of online PjBL. The study findings can be used as a reference for future PjBL research and contribute to the literature on PjBL in the context of teacher education.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49566330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vincentas Lamanauskas, Rita Makarskaitė-Petkevičienė
It is obvious that the COVID-19 pandemic has completely changed learning and study processes. It has become a serious test for university students. Although distance study organization, implementation, effectiveness, and the like are actively researched, it is not entirely clear which way of organization studies is the most appropriate and prospective. Too little attention is still paid to the model of distance studies, its implementation and improvement, especially in the future development of distance and mixed distance study organization and implementation. An empirical qualitative study was conducted, the aim of which was to analyze first-cycle (bachelor study) university students’ position on the study quality issue. 132 students in the field of social sciences from three Lithuanian universities participated in the study conducted in January-May 2022. The verbal data obtained were analyzed using quantitative content analysis. The extracted semantic units were grouped into subcategories and categories. It was established that the main advantages of distance studies were convenience and cost-effectiveness, while disadvantages were the deterioration of the study organization and the deterioration of quality. The ways (directions) of quality distance study improvement can also be seen, i.e., the study process realization improvement (e.g., the content presentation improvement, an increase in interactivity), and study organization improvement (e.g., teacher competence improvement and optimization of the schedule). Despite the revealed shortcomings, more than two-thirds of students positively value the possibility of continuing the study process remotely after the pandemic. More detailed research is needed on the impact of the pandemic on university studies and the further organization and implementation of distance studies.
{"title":"Distance education quality: First-cycle university students’ position","authors":"Vincentas Lamanauskas, Rita Makarskaitė-Petkevičienė","doi":"10.30935/cedtech/13243","DOIUrl":"https://doi.org/10.30935/cedtech/13243","url":null,"abstract":"It is obvious that the COVID-19 pandemic has completely changed learning and study processes. It has become a serious test for university students. Although distance study organization, implementation, effectiveness, and the like are actively researched, it is not entirely clear which way of organization studies is the most appropriate and prospective. Too little attention is still paid to the model of distance studies, its implementation and improvement, especially in the future development of distance and mixed distance study organization and implementation. An empirical qualitative study was conducted, the aim of which was to analyze first-cycle (bachelor study) university students’ position on the study quality issue. 132 students in the field of social sciences from three Lithuanian universities participated in the study conducted in January-May 2022. The verbal data obtained were analyzed using quantitative content analysis. The extracted semantic units were grouped into subcategories and categories. It was established that the main advantages of distance studies were convenience and cost-effectiveness, while disadvantages were the deterioration of the study organization and the deterioration of quality. The ways (directions) of quality distance study improvement can also be seen, i.e., the study process realization improvement (e.g., the content presentation improvement, an increase in interactivity), and study organization improvement (e.g., teacher competence improvement and optimization of the schedule). Despite the revealed shortcomings, more than two-thirds of students positively value the possibility of continuing the study process remotely after the pandemic. More detailed research is needed on the impact of the pandemic on university studies and the further organization and implementation of distance studies.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49340944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tufan Adiguzel, Mehmet Haldun Kaya, Fatih Kursat Cansu
Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.
{"title":"Revolutionizing education with AI: Exploring the transformative potential of ChatGPT","authors":"Tufan Adiguzel, Mehmet Haldun Kaya, Fatih Kursat Cansu","doi":"10.30935/cedtech/13152","DOIUrl":"https://doi.org/10.30935/cedtech/13152","url":null,"abstract":"Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47263486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katherina Gallardo, L. Glasserman, Nohemi Rivera, Lizette Martínez-Cardiel
A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.
{"title":"Learning assessment challenges from students and faculty perception in times of COVID-19: A case study","authors":"Katherina Gallardo, L. Glasserman, Nohemi Rivera, Lizette Martínez-Cardiel","doi":"10.30935/cedtech/12985","DOIUrl":"https://doi.org/10.30935/cedtech/12985","url":null,"abstract":"A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43380589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kannattha Chaisriya, Siriwatchana Kaeophanuek, L. Gilbert
Communication skills are soft skills critical for students’ development in educational institutions in the digital age. This study aims to determine the feasibility and practicality of a learning model, which combines digital storytelling with a metacognitive strategy called the DSTMC model. This learning model utilized digital storytelling as a primary learning step and integrated metacognitive strategies to monitor the thinking process to improve students’ communication, such as listening, speaking, reading, writing, and presentation skills. The research was conducted through case studies at a regional, southern Thailand university. The data were collected from 30 undergraduate participants. The research instruments were expert validation, pre-/post-test data, and a self-assessment questionnaire. The study showed that the DSTMC learning model is an alternative teaching method to improve communication skills, including listening, speaking, reading, and writing. The results of students’ test scores and self-assessments provide significant evidence indicating that it increases their learning and retention of information. The paper concludes with suggestions for using various strategies and motivating activities to encourage learners’ communication proficiency. Future research should investigate the creation of a system to track how learners improve their communication skills.
{"title":"The effects of integrating digital storytelling with metacognition strategies (DSTMC) learning model to enhance communication abilities","authors":"Kannattha Chaisriya, Siriwatchana Kaeophanuek, L. Gilbert","doi":"10.30935/cedtech/12986","DOIUrl":"https://doi.org/10.30935/cedtech/12986","url":null,"abstract":"Communication skills are soft skills critical for students’ development in educational institutions in the digital age. This study aims to determine the feasibility and practicality of a learning model, which combines digital storytelling with a metacognitive strategy called the DSTMC model. This learning model utilized digital storytelling as a primary learning step and integrated metacognitive strategies to monitor the thinking process to improve students’ communication, such as listening, speaking, reading, writing, and presentation skills. The research was conducted through case studies at a regional, southern Thailand university. The data were collected from 30 undergraduate participants. The research instruments were expert validation, pre-/post-test data, and a self-assessment questionnaire. The study showed that the DSTMC learning model is an alternative teaching method to improve communication skills, including listening, speaking, reading, and writing. The results of students’ test scores and self-assessments provide significant evidence indicating that it increases their learning and retention of information. The paper concludes with suggestions for using various strategies and motivating activities to encourage learners’ communication proficiency. Future research should investigate the creation of a system to track how learners improve their communication skills.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47610487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Circus art excites amazes and delights. Most of circus genres are based on the principles of classical physics. Dialogic discussions are known as an instrument to identify conceptual barriers (misconceptions) and facilitate their further revision. The present study integrates the three worlds: physics education, dialogic teaching and circus art; and provides a research foundation for experiential physics teaching through dialogic discussions about circus tricks (DDCT) in formal and informal setups. It aims at examining the potential of DDCT as a tool for identifying misconceptions and facilitating conceptual change regarding physics concepts. The study encircles about 40 DDCT provided in the Israeli KESHET circus. In total, about 5,500 people watched the shows. From them, about 400 actively participated in the DDCT. We analyze in details four typical DDCT relating (a) circular motion, (b) moment of inertia, (c) torque, and (d) heat transfer. For each DDCT we demonstrate the way it pinpoints participants’ knowledge and its implementation in circus devices’ analysis. Further we examine whether and how the DDCT could facilitate developing physics knowledge and/or going through a meaningful conceptual change regarding each of these concepts. Due to our results DDCT seems to be an original and promising approach to bring advanced physics ideas to the general public, in ways that are interesting, experiential and relatively easy to understand. We finish with practical recommendations for physics educators (as well as circus artists) who would like to implement DDCT in their classes (shows).
{"title":"Physics teaching via dialogic discussions about circus activities","authors":"A. Volfson, H. Eshach, Yuval Ben-Abu","doi":"10.30935/cedtech/12964","DOIUrl":"https://doi.org/10.30935/cedtech/12964","url":null,"abstract":"Circus art excites amazes and delights. Most of circus genres are based on the principles of classical physics. Dialogic discussions are known as an instrument to identify conceptual barriers (misconceptions) and facilitate their further revision. The present study integrates the three worlds: physics education, dialogic teaching and circus art; and provides a research foundation for experiential physics teaching through dialogic discussions about circus tricks (DDCT) in formal and informal setups. It aims at examining the potential of DDCT as a tool for identifying misconceptions and facilitating conceptual change regarding physics concepts. The study encircles about 40 DDCT provided in the Israeli KESHET circus. In total, about 5,500 people watched the shows. From them, about 400 actively participated in the DDCT. We analyze in details four typical DDCT relating (a) circular motion, (b) moment of inertia, (c) torque, and (d) heat transfer. For each DDCT we demonstrate the way it pinpoints participants’ knowledge and its implementation in circus devices’ analysis. Further we examine whether and how the DDCT could facilitate developing physics knowledge and/or going through a meaningful conceptual change regarding each of these concepts. Due to our results DDCT seems to be an original and promising approach to bring advanced physics ideas to the general public, in ways that are interesting, experiential and relatively easy to understand. We finish with practical recommendations for physics educators (as well as circus artists) who would like to implement DDCT in their classes (shows).","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41741330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tufan Adiguzel, Mehmet Haldun Kaya, Mehmet Akın Bulut, Sinem Emine Mete, Yesim Nalkesen-Akin
For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.
{"title":"Integrating cognitive presence strategies: A professional development training for K-12 teachers","authors":"Tufan Adiguzel, Mehmet Haldun Kaya, Mehmet Akın Bulut, Sinem Emine Mete, Yesim Nalkesen-Akin","doi":"10.30935/cedtech/12987","DOIUrl":"https://doi.org/10.30935/cedtech/12987","url":null,"abstract":"For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47127300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, first-order and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if first-order barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.
{"title":"The role of school socioeconomic status in school-wide technology integration in the U.S.","authors":"Shonn Cheng, M. Parker","doi":"10.30935/cedtech/13059","DOIUrl":"https://doi.org/10.30935/cedtech/13059","url":null,"abstract":"This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, first-order and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if first-order barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46929473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. I. Muslimin, Nur Mukminatien, Francisca Maria Ivone
This study aimed to scrutinize the correlation between English as a foreign language (EFL) lecturers’ digital literacy competence (DLC) based on the TPACK-SAMR framework and their technostress. In addition, this study revealed how the variables correlated to the lecturers’ EFL teaching performances. Therefore, a correlational design with a descriptive explanation model was conducted. The participants were six EFL lecturers from six different universities in various cities in East Java Province, Indonesia. The data were collected by administering TPACK-SAMR DLC and technostress questionnaires, conducting a semi-structured interview, and documenting the teaching scenarios. The results showed that most participants were more confident with their pedagogical knowledge and content knowledge. They claimed it was hard to mingle them into harmonious teaching performances with technology that challenged them to achieve the higher TPACK-SAMR DLC level. Relevant to this finding, their DLC had a negative ‘very high’ correlation with technostress, shown by -.824 Pearson correlation coefficient. Henceforth, their EFL teaching performances reflected the minimum operation of technology, according to SAMR stages, to mediate EFL teaching by substituting and augmenting the technology. Therefore, this study highlights the importance of DLC training to escalate the positive outcomes of EFL teaching with technology and minimize technostress.
{"title":"TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers","authors":"A. I. Muslimin, Nur Mukminatien, Francisca Maria Ivone","doi":"10.30935/cedtech/12921","DOIUrl":"https://doi.org/10.30935/cedtech/12921","url":null,"abstract":"This study aimed to scrutinize the correlation between English as a foreign language (EFL) lecturers’ digital literacy competence (DLC) based on the TPACK-SAMR framework and their technostress. In addition, this study revealed how the variables correlated to the lecturers’ EFL teaching performances. Therefore, a correlational design with a descriptive explanation model was conducted. The participants were six EFL lecturers from six different universities in various cities in East Java Province, Indonesia. The data were collected by administering TPACK-SAMR DLC and technostress questionnaires, conducting a semi-structured interview, and documenting the teaching scenarios. The results showed that most participants were more confident with their pedagogical knowledge and content knowledge. They claimed it was hard to mingle them into harmonious teaching performances with technology that challenged them to achieve the higher TPACK-SAMR DLC level. Relevant to this finding, their DLC had a negative ‘very high’ correlation with technostress, shown by -.824 Pearson correlation coefficient. Henceforth, their EFL teaching performances reflected the minimum operation of technology, according to SAMR stages, to mediate EFL teaching by substituting and augmenting the technology. Therefore, this study highlights the importance of DLC training to escalate the positive outcomes of EFL teaching with technology and minimize technostress.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41670495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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