Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.68-83
V. Duran
The burgeoning role of Artificial Intelligence (AI) in education prompts crucial discussions regarding its implications for teaching and learning. This qualitative study probes the argumentative perspectives of 118 teacher candidates from Iğdır University on the integration of AI into educational practices. Employing Toulmin's (1958) model, we analyzed their arguments, which encompass claims, evidence, warrants, backings, rebuttals, and conclusions, to ascertain their stance on AI's pedagogical integration. Utilizing four distinct AI chatbots—GPT-4, Gemini AI, Claude 3 Haiku, and Mistral AI—the research deciphers thematic undercurrents within these dimensions. Moreover, a novel methodological contribution is made through 'negative space exploration', focusing on the unmentioned themes to identify latent biases and assumptions in the argumentation. The study's dual analytical approach, combining AI-driven theme identification and negative space exploration, resulted in an enriched understanding of the content. Key findings suggest a nuanced perception among participants: while AI chatbots are acknowledged for enhancing educational efficiency and enabling personalized learning, concerns regarding diminished human interaction, potential erosion of critical thinking skills, and ethical use persist. The analyses also highlight the need for a balanced AI implementation that supports, not supplants, traditional educational methods. This research contributes to the ongoing debate on effective AI integration in education and calls for responsible pedagogical adoption of AI technologies.
{"title":"Analyzing teacher candidates' arguments on AI integration in education via different chatbots","authors":"V. Duran","doi":"10.1344/der.2024.45.68-83","DOIUrl":"https://doi.org/10.1344/der.2024.45.68-83","url":null,"abstract":"The burgeoning role of Artificial Intelligence (AI) in education prompts crucial discussions regarding its implications for teaching and learning. This qualitative study probes the argumentative perspectives of 118 teacher candidates from Iğdır University on the integration of AI into educational practices. Employing Toulmin's (1958) model, we analyzed their arguments, which encompass claims, evidence, warrants, backings, rebuttals, and conclusions, to ascertain their stance on AI's pedagogical integration. Utilizing four distinct AI chatbots—GPT-4, Gemini AI, Claude 3 Haiku, and Mistral AI—the research deciphers thematic undercurrents within these dimensions. Moreover, a novel methodological contribution is made through 'negative space exploration', focusing on the unmentioned themes to identify latent biases and assumptions in the argumentation. The study's dual analytical approach, combining AI-driven theme identification and negative space exploration, resulted in an enriched understanding of the content. Key findings suggest a nuanced perception among participants: while AI chatbots are acknowledged for enhancing educational efficiency and enabling personalized learning, concerns regarding diminished human interaction, potential erosion of critical thinking skills, and ethical use persist. The analyses also highlight the need for a balanced AI implementation that supports, not supplants, traditional educational methods. This research contributes to the ongoing debate on effective AI integration in education and calls for responsible pedagogical adoption of AI technologies.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141690639","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}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.43-49
G. V. Joseph, Athira P, Anit Thomas M, Dawn Jose, Therese V Roy, M. Prasad
The technology-supported education systems seamlessly integrated throughout the globe in response to the challenges posed by the Covid-19 pandemic. The swift developments of the digital tools with Artificial Intelligence (AI) support are also readily diffused among the educational communities. This research paper investigates the synergistic impact of digital literacy, the incorporation of AI tools, and Peer Supported Collaborative Learning (PSCL) on the learning perceptions of university students. The research aims to discern the implications of these technological and social facets on students' attitudes towards AI assisted learning process. Structured questionnaire-based survey among the University students were done for this descriptive research. 409 responses collected were analysed with SPSS, Excel and Process Macro. It is found that the students’ Digital Literacy, Use of AI tools and PSCL on AI assisted learning were positively correlated. The partial mediatory path through the PSCL and AI tool usage has a significant positive influence on students learning process. The insights gathered from this study can inform educators, policymakers, and institutions on optimizing the amalgamation of digital literacy, AI tools and PSCL to enhance the contemporary learning environment. As universities navigate the digital age, this research provides a nuanced understanding of the dynamics shaping students' perceptions, offering valuable insights into the multifaceted aspects of AI influencing the educational landscape
{"title":"Impact of Digital Literacy, Use of AI tools and Peer Collaboration on AI Assisted Learning- Perceptions of the University students","authors":"G. V. Joseph, Athira P, Anit Thomas M, Dawn Jose, Therese V Roy, M. Prasad","doi":"10.1344/der.2024.45.43-49","DOIUrl":"https://doi.org/10.1344/der.2024.45.43-49","url":null,"abstract":"The technology-supported education systems seamlessly integrated throughout the globe in response to the challenges posed by the Covid-19 pandemic. The swift developments of the digital tools with Artificial Intelligence (AI) support are also readily diffused among the educational communities. This research paper investigates the synergistic impact of digital literacy, the incorporation of AI tools, and Peer Supported Collaborative Learning (PSCL) on the learning perceptions of university students. The research aims to discern the implications of these technological and social facets on students' attitudes towards AI assisted learning process. Structured questionnaire-based survey among the University students were done for this descriptive research. 409 responses collected were analysed with SPSS, Excel and Process Macro. It is found that the students’ Digital Literacy, Use of AI tools and PSCL on AI assisted learning were positively correlated. The partial mediatory path through the PSCL and AI tool usage has a significant positive influence on students learning process. The insights gathered from this study can inform educators, policymakers, and institutions on optimizing the amalgamation of digital literacy, AI tools and PSCL to enhance the contemporary learning environment. As universities navigate the digital age, this research provides a nuanced understanding of the dynamics shaping students' perceptions, offering valuable insights into the multifaceted aspects of AI influencing the educational landscape","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141711307","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}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.91-97
I. Pont-Niclós, Yolanda Echegoyen-Sanz, Patricia Orozco-Gómez, A. Martín-Ezpeleta
Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.
{"title":"Creativity and artificial intelligence: A study with prospective teachers","authors":"I. Pont-Niclós, Yolanda Echegoyen-Sanz, Patricia Orozco-Gómez, A. Martín-Ezpeleta","doi":"10.1344/der.2024.45.91-97","DOIUrl":"https://doi.org/10.1344/der.2024.45.91-97","url":null,"abstract":"\u0000Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed. \u0000","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141696053","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}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.106-114
Julio-César Mateus, Giancarlo Cappello, Nohemí Lugo, Mar Guerrero-Pico
This research explores university educators' perspectives on the opportunities, concerns, and considerations associated with Generative Artificial Intelligence (GenAI) in the training of professional communicators. Positioned at the early stages of ChatGPT's integration into educational settings, the study examines teachers' assignment instructions, assessments of ChatGPT's responses, and reflections on these outcomes. Employing a cross-sectional, qualitative methodology, the research involves a sample of 22 teachers from communication faculties in Mexico, Peru, and Spain. Utilizing Bloom’s taxonomy and an inductive approach for data analysis, the findings unveil nuanced views on GenAI's role in teaching practice. Teachers perceive ChatGPT as a tool with varying impacts depending on its application. They articulate distinct roles for ChatGPT, viewing it as either an ally or a rival, prompting discussions on anthropomorphizing technologies and emphasizing the need to empower students in GenAI tool usage, establish ethical protocols, and reconsider assessment methods, among other key considerations.
{"title":"Communication Educators Facing the Arrival of Generative Artificial Intelligence: Exploration in Mexico, Peru, and Spain","authors":"Julio-César Mateus, Giancarlo Cappello, Nohemí Lugo, Mar Guerrero-Pico","doi":"10.1344/der.2024.45.106-114","DOIUrl":"https://doi.org/10.1344/der.2024.45.106-114","url":null,"abstract":"This research explores university educators' perspectives on the opportunities, concerns, and considerations associated with Generative Artificial Intelligence (GenAI) in the training of professional communicators. Positioned at the early stages of ChatGPT's integration into educational settings, the study examines teachers' assignment instructions, assessments of ChatGPT's responses, and reflections on these outcomes. Employing a cross-sectional, qualitative methodology, the research involves a sample of 22 teachers from communication faculties in Mexico, Peru, and Spain. Utilizing Bloom’s taxonomy and an inductive approach for data analysis, the findings unveil nuanced views on GenAI's role in teaching practice. Teachers perceive ChatGPT as a tool with varying impacts depending on its application. They articulate distinct roles for ChatGPT, viewing it as either an ally or a rival, prompting discussions on anthropomorphizing technologies and emphasizing the need to empower students in GenAI tool usage, establish ethical protocols, and reconsider assessment methods, among other key considerations.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141690143","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}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.98-105
Prerna Sihag, Vibha Vibha
India’s growing economy and population proves its significant stake in the Artificial lntelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of Covid-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of Al in India's education sector through various policy measures. According to the findings, Al increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.
印度不断增长的经济和人口证明了其在人工智能（AI）革命中的重要地位。在过去几年里，印度的教育和技术部门呈指数级增长，特别是在 Covid-19 大流行时期，但由于种种原因，印度只有四分之一的学生能够接受教育和技术。事实证明，人工智能对所有利益相关者都有益处：(a) 提高教师管理多层次或多等级学习单元的效率和效果，实现定制教学内容的自动开发；(b) 利用智能辅导系统，根据儿童的能力水平、学习风格和进度定制学习材料，提高学生的互动性和注意力；(c) 实现有效的教师任职和调动系统，预测学生可能的活动，如公立学校的辍学率。这项研究全面回顾了通过各种政策措施将 Al 严格纳入印度教育部门的情况。研究结果表明，人工智能提高了评分效率，并鼓励学生的批判性思维和分析能力。进一步的研究可以评估人工智能与教育实践和政策的有效结合，以提高学习需求。
{"title":"Transforming and Reforming the Indian Education System with Artificial Intelligence","authors":"Prerna Sihag, Vibha Vibha","doi":"10.1344/der.2024.45.98-105","DOIUrl":"https://doi.org/10.1344/der.2024.45.98-105","url":null,"abstract":"\u0000India’s growing economy and population proves its significant stake in the Artificial lntelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of Covid-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of Al in India's education sector through various policy measures. According to the findings, Al increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs. \u0000","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141712327","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}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.141-149
Manuel Area-Moreira, Annachiara Del Prete, Ana Luisa Sanabria-Mesa, María Belén Sannicolás-Santos
Actualmente existen, además de las aplicaciones o herramientas de Inteligencia Artificial (IA) generativa y conversacional (ChatGPT, Gémini, Perpléxity, Copilot, Groq entre otras), una ingente cantidad de herramientas o apps de propósito específico para funcionalidades concretas. Éstas están en constante crecimiento y son accesibles a través de repositorios o portales en la web. En este artículo hemos realizado un estudio de dichas apps con los objetivos de: a) Identificar y caracterizar las herramientas de Inteligencia Artificial (IA) específicamente diseñadas para el ámbito de la Educación Superior, atendiendo a su funcionalidad y usabilidad didáctica; y b) Clasificar las potencialidades de uso de las herramientas IA en función de las fases del proceso de enseñanza-aprendizaje (preactiva, interactiva, postactiva) según los agentes educativos (profesorado y alumnado). Para ello se seleccionaron 118 herramientas o apps de IA creadas con fines educativos presentes en repositorios como FUTUREPEDIA o THERE´S AN AI FOR THAT. Para su revisión se creó un instrumento de análisis de elaboración propia. Se concluye que solamente un tercio de las mismas son gratuitas planteando un problema de desigualdad en el acceso a las mismas y que más de la mitad tiene una función dual: servir tanto de apoyo a la enseñanza (docentes) como al aprendizaje (estudiantes).
目前，除了生成式和对话式人工智能（AI）应用程序或工具（ChatGPT、Gémini、Perpléxity、Copilot、Groq 等）外，还有大量针对特定功能的专用工具或应用程序。这些工具或应用程序的数量在不断增加，并可通过资源库或门户网站访问。在这篇文章中，我们对这些应用程序进行了研究，目的是：a) 根据其功能和教学可用性，确定和描述专为高等教育领域设计的人工智能（AI）工具；b) 根据教学过程的不同阶段（前置、互动、后置），按照教育代理（教职员工和学生）对人工智能工具的潜在用途进行分类。为此，我们从 FUTUREPEDIA 或 THERE'S AN AI FOR THAT 等资料库中选取了 118 个为教育目的而创建的人工智能工具或应用程序。为了对这些工具进行审查，我们创建了一个自主开发的分析工具。得出的结论是，其中只有三分之一是免费的，这就造成了获取这些工具的不平等问题，而且其中一半以上具有双重功能：既支持教学（教师），也支持学习（学生）。
{"title":"No todas las herramientas de IA son iguales. Análisis de aplicaciones inteligentes para la enseñanza universitaria","authors":"Manuel Area-Moreira, Annachiara Del Prete, Ana Luisa Sanabria-Mesa, María Belén Sannicolás-Santos","doi":"10.1344/der.2024.45.141-149","DOIUrl":"https://doi.org/10.1344/der.2024.45.141-149","url":null,"abstract":"Actualmente existen, además de las aplicaciones o herramientas de Inteligencia Artificial (IA) generativa y conversacional (ChatGPT, Gémini, Perpléxity, Copilot, Groq entre otras), una ingente cantidad de herramientas o apps de propósito específico para funcionalidades concretas. Éstas están en constante crecimiento y son accesibles a través de repositorios o portales en la web. En este artículo hemos realizado un estudio de dichas apps con los objetivos de: a) Identificar y caracterizar las herramientas de Inteligencia Artificial (IA) específicamente diseñadas para el ámbito de la Educación Superior, atendiendo a su funcionalidad y usabilidad didáctica; y b) Clasificar las potencialidades de uso de las herramientas IA en función de las fases del proceso de enseñanza-aprendizaje (preactiva, interactiva, postactiva) según los agentes educativos (profesorado y alumnado). Para ello se seleccionaron 118 herramientas o apps de IA creadas con fines educativos presentes en repositorios como FUTUREPEDIA o THERE´S AN AI FOR THAT. Para su revisión se creó un instrumento de análisis de elaboración propia. Se concluye que solamente un tercio de las mismas son gratuitas planteando un problema de desigualdad en el acceso a las mismas y que más de la mitad tiene una función dual: servir tanto de apoyo a la enseñanza (docentes) como al aprendizaje (estudiantes).","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141690852","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}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.204-213
Jennifer Saray Santana Martel, Adolfina Pérez Garcias
This paper presents a participatory design-based research that aimed to create a model of co-creation in the curriculum in Technology-Enhanced Learning Environments (TELE) in tertiary education, specifically to co-design assessment between professors and students. This qualitative research followed four phases divided into five stages with two iterative cycles of design and re-design. Accordingly, a mixed method approach was used to collect the data: systematic literature review, semi-structured interviews, and student surveys. As a result, the model highlights and distinguishes four different dimensions: characterization, co-creation, reflection, and technology. The first three dimensions are represented chronologically and the last one is present in all stages of the previous ones. Furthermore, we depicted how technology is present throughout the co-creation process and in each dimension specifically. In conclusion, this model expands the basis of co-creation in the curriculum literature and provides tools for practitioners to innovate in their academic contexts and involve students in their own learning process through co-creation. Further research in this field should be carried out, so we intend to apply this research to other fields of study and educational levels, contexts, and situations.
{"title":"A Model of Assessment co-creation in Technology-Enhanced Learning Environments in Higher Education","authors":"Jennifer Saray Santana Martel, Adolfina Pérez Garcias","doi":"10.1344/der.2024.45.204-213","DOIUrl":"https://doi.org/10.1344/der.2024.45.204-213","url":null,"abstract":"This paper presents a participatory design-based research that aimed to create a model of co-creation in the curriculum in Technology-Enhanced Learning Environments (TELE) in tertiary education, specifically to co-design assessment between professors and students. This qualitative research followed four phases divided into five stages with two iterative cycles of design and re-design. Accordingly, a mixed method approach was used to collect the data: systematic literature review, semi-structured interviews, and student surveys. As a result, the model highlights and distinguishes four different dimensions: characterization, co-creation, reflection, and technology. The first three dimensions are represented chronologically and the last one is present in all stages of the previous ones. Furthermore, we depicted how technology is present throughout the co-creation process and in each dimension specifically. In conclusion, this model expands the basis of co-creation in the curriculum literature and provides tools for practitioners to innovate in their academic contexts and involve students in their own learning process through co-creation. Further research in this field should be carried out, so we intend to apply this research to other fields of study and educational levels, contexts, and situations.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141690167","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}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.214-221
Tania F. Gómez Sánchez, M. Bobadilla-Pérez, Begoña Rumbo Arcas, Lucia Fraga-Viñas, N. M. Galán-Rodríguez
This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.
{"title":"ICT integration in FLT: An analysis of TPACK implementation in Spanish Primary Teacher Education","authors":"Tania F. Gómez Sánchez, M. Bobadilla-Pérez, Begoña Rumbo Arcas, Lucia Fraga-Viñas, N. M. Galán-Rodríguez","doi":"10.1344/der.2024.45.214-221","DOIUrl":"https://doi.org/10.1344/der.2024.45.214-221","url":null,"abstract":"This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of \"Technological Pedagogical Content Knowledge\" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141714952","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}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.59-67
Inna Artemova
After the pandemic, research on Artificial Intelligence (AI) in the field of education has seen a significant increase globally. Although this topic is not new to education, very few studies conducted before the pandemic addressed the problem of supporting internal motivation in students, crucial for the quality of learning and knowledge retention. This study explores the extent to which this topic is covered in recent research by conducting a cross-disciplinary literature review within the theoretical framework of Activity Theory (AT). It aims to identify the extent of coverage of all types of relationships between nodes in the educational activity system, with special attention to Subject (students) and Object, as this central relationship embodies the motive-driven nature of human activity. The analysis incorporated 69 articles from Scopus published from 2020 till present. The results demonstrate coverage of only some relationships: Subject-Tools (students interaction with AI technology), Tools-Object (development of AI technologies), Tools-Community (adapting AI within an educational community). The central relationship between Subject and Object remains unexplored. Practical implications involve developing and integrating AI tools to stimulate intrinsic motivation by emphasizing personal meaning. Theoretical outcomes involve exploring how to foster and sustain students' intrinsic motivation in relation to AI.
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Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.171-178
Isabel Pavez, Ángela Novoa-Echaurren, Antonio Salinas-Layana
This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators’ appropriate technologies to enhance student learning. The findings of this study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.
{"title":"Teachers' situated knowledge: Addressing digital exclusion in rural contexts","authors":"Isabel Pavez, Ángela Novoa-Echaurren, Antonio Salinas-Layana","doi":"10.1344/der.2024.45.171-178","DOIUrl":"https://doi.org/10.1344/der.2024.45.171-178","url":null,"abstract":"This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators’ appropriate technologies to enhance student learning. The findings of this study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141710547","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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