Pub Date : 2022-12-12DOI: 10.1080/07380569.2022.2150067
Saman Ebadi, Mina Gholami, Shokoufeh Vakili
Abstract Online grammar checkers have increasingly been used in writing instruction to detect and remove English as a foreign language (EFL) learners’ grammatical errors. This study investigated the effects of the automated writing evaluation software Grammarly on Iranian EFL learners’ article errors which are common in EFL writing. Ninety Iranian students majoring in English language and literature were selected through convenience sampling. They were divided into three groups, with one receiving Grammarly and teacher feedback (experimental group 1), one receiving Grammarly feedback (experimental group 2), and one receiving teacher feedback (control group). Both descriptive and inferential statistics were employed to analyze the data. In addition, one-way ANOVA, frequency analysis, and thematic analysis were used to analyze the data from pretests/posttests, questionnaires, and interviews. The results showed that the Grammarly and teacher feedback group outperformed the other groups in the post-test. This study recommends that EFL teachers consider incorporating online grammar checkers into their EFL writing courses as writing assistant tools.
{"title":"Investigating the Effects of Using Grammarly in EFL Writing: The Case of Articles","authors":"Saman Ebadi, Mina Gholami, Shokoufeh Vakili","doi":"10.1080/07380569.2022.2150067","DOIUrl":"https://doi.org/10.1080/07380569.2022.2150067","url":null,"abstract":"Abstract Online grammar checkers have increasingly been used in writing instruction to detect and remove English as a foreign language (EFL) learners’ grammatical errors. This study investigated the effects of the automated writing evaluation software Grammarly on Iranian EFL learners’ article errors which are common in EFL writing. Ninety Iranian students majoring in English language and literature were selected through convenience sampling. They were divided into three groups, with one receiving Grammarly and teacher feedback (experimental group 1), one receiving Grammarly feedback (experimental group 2), and one receiving teacher feedback (control group). Both descriptive and inferential statistics were employed to analyze the data. In addition, one-way ANOVA, frequency analysis, and thematic analysis were used to analyze the data from pretests/posttests, questionnaires, and interviews. The results showed that the Grammarly and teacher feedback group outperformed the other groups in the post-test. This study recommends that EFL teachers consider incorporating online grammar checkers into their EFL writing courses as writing assistant tools.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"40 1","pages":"85 - 105"},"PeriodicalIF":0.9,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46174430","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 : 2022-10-17DOI: 10.1080/07380569.2022.2090756
R. Abdu, Benzi Slakmon
Abstract Computer simulations are considered efficient in supporting exploratory learning. This paper highlights instruction challenges and undesirable consequences on student learning in exploratory learning with computer simulations in classroom situations. A classroom with students who explore using simulations contains ideas explicated on several communicative channels. We use the professional noticing paradigm to demonstrate how a teacher’s ability to listen to students’ thinking via a brief encounter in real classroom setups can yield misconstrued interpretation of students’ activity and impede learning. We present a case study where a teacher listens to students’ thinking in building a model with a dynamic mathematics environment. We show how the teacher’s response exacerbated those local confusions in ways that compromised the lesson’s goals. We reflect on how the lesson’s design influenced these outcomes and survey technology and activity developments to support teachers’ noticing.
{"title":"Teachers’ Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations","authors":"R. Abdu, Benzi Slakmon","doi":"10.1080/07380569.2022.2090756","DOIUrl":"https://doi.org/10.1080/07380569.2022.2090756","url":null,"abstract":"Abstract Computer simulations are considered efficient in supporting exploratory learning. This paper highlights instruction challenges and undesirable consequences on student learning in exploratory learning with computer simulations in classroom situations. A classroom with students who explore using simulations contains ideas explicated on several communicative channels. We use the professional noticing paradigm to demonstrate how a teacher’s ability to listen to students’ thinking via a brief encounter in real classroom setups can yield misconstrued interpretation of students’ activity and impede learning. We present a case study where a teacher listens to students’ thinking in building a model with a dynamic mathematics environment. We show how the teacher’s response exacerbated those local confusions in ways that compromised the lesson’s goals. We reflect on how the lesson’s design influenced these outcomes and survey technology and activity developments to support teachers’ noticing.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"40 1","pages":"1 - 21"},"PeriodicalIF":0.9,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45199579","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 : 2022-10-12DOI: 10.1080/07380569.2022.2127343
Florence Martin, Nicole Shanley, Nicole Hite, D. Pugalee, Manuel A. Pérez-Quiñones, L. Ahlgrim-Delzell, E. Hart
Abstract Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered.
{"title":"Professional Development Strategies and Recommendations for High School Teachers to Teach Computer Science Online","authors":"Florence Martin, Nicole Shanley, Nicole Hite, D. Pugalee, Manuel A. Pérez-Quiñones, L. Ahlgrim-Delzell, E. Hart","doi":"10.1080/07380569.2022.2127343","DOIUrl":"https://doi.org/10.1080/07380569.2022.2127343","url":null,"abstract":"Abstract Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"40 1","pages":"133 - 151"},"PeriodicalIF":0.9,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49278791","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 : 2022-10-10DOI: 10.1080/07380569.2022.2124752
Akhmad Habibi, Yasir Riady, Ahmad Samed Al-Adwan, Nour Awni Albelbisi
Abstract The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control, behavioral intention, and behavior) and one extended variable, technological pedagogical and content knowledge or TPACK, were included in the proposed model. Data from 1,181 respondents were analyzed through the systematic steps of partial least square structural equation modeling (PLS-SEM) and importance-performance analysis (IPMA). The main findings support all hypotheses; the strongest relationship emerges between behavioral intention and behavior, while the weakest correlation was between TPACK and behavioral intention. All variable performances were satisfactory. The highest performance was attitudes (71.734); the lowest was TPACK (65.027). Broadly, the results indicate the greater importance of beliefs as opposed to knowledge in influencing behavior in relation to TI.
{"title":"Beliefs and Knowledge for Pre-Service Teachers’ Technology Integration during Teaching Practice: An Extended Theory of Planned Behavior","authors":"Akhmad Habibi, Yasir Riady, Ahmad Samed Al-Adwan, Nour Awni Albelbisi","doi":"10.1080/07380569.2022.2124752","DOIUrl":"https://doi.org/10.1080/07380569.2022.2124752","url":null,"abstract":"Abstract The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control, behavioral intention, and behavior) and one extended variable, technological pedagogical and content knowledge or TPACK, were included in the proposed model. Data from 1,181 respondents were analyzed through the systematic steps of partial least square structural equation modeling (PLS-SEM) and importance-performance analysis (IPMA). The main findings support all hypotheses; the strongest relationship emerges between behavioral intention and behavior, while the weakest correlation was between TPACK and behavioral intention. All variable performances were satisfactory. The highest performance was attitudes (71.734); the lowest was TPACK (65.027). Broadly, the results indicate the greater importance of beliefs as opposed to knowledge in influencing behavior in relation to TI.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"40 1","pages":"107 - 132"},"PeriodicalIF":0.9,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43824178","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 : 2022-10-03DOI: 10.1080/07380569.2022.2116622
Moosa Alhadi, Dake Zhang, Ting Wang, C. Maher
Abstract This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies, including four that provided language assistance and six that provided response-construction support. We reported on the one study that involved students with learning disabilities and three studies involved English Language Learners. One study focused on geometry, four studies on number and operations understanding, and five included a mixture of mathematics domains. Mixed results were reported as to the effectiveness of the available DICs. The research suggests that older children were more likely to benefit from availability of the DIC than younger children, and that DICs have greater impact on students with special needs.
{"title":"Digitalized Interactive Components in Computer-Based-Assessment in Mathematics for K12 Students: A Research Synthesis","authors":"Moosa Alhadi, Dake Zhang, Ting Wang, C. Maher","doi":"10.1080/07380569.2022.2116622","DOIUrl":"https://doi.org/10.1080/07380569.2022.2116622","url":null,"abstract":"Abstract This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies, including four that provided language assistance and six that provided response-construction support. We reported on the one study that involved students with learning disabilities and three studies involved English Language Learners. One study focused on geometry, four studies on number and operations understanding, and five included a mixture of mathematics domains. Mixed results were reported as to the effectiveness of the available DICs. The research suggests that older children were more likely to benefit from availability of the DIC than younger children, and that DICs have greater impact on students with special needs.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"40 1","pages":"56 - 84"},"PeriodicalIF":0.9,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801997","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 : 2022-10-02DOI: 10.1080/07380569.2022.2127344
J. Metsala, S. Kalindi
Abstract This research examines the effects of a computer reading program as a supplement to classroom instruction for Kindergarten students across Study 1 and Study 2 (N = 55 and 88, respectively). Students attended schools in suburban settings and all students received their typical balanced literacy programming. Students in the treatment condition used the Ooka Island computer program (Scholastic F.I.R.S.T.TM, 2017) as a supplement to classroom instruction. The computer program targets phonological awareness, word reading, and reading comprehension. Across both studies, students in the treatment group (n = 26 and 49 for Study 1 and 2, respectively) had better outcomes for phonological blending, word reading, reading comprehension, and book-reading levels than the business-as-usual control group (n = 29 and 39). There were no group differences for phonological segmentation. The findings demonstrate that early-reading computer programs, such as Ooka Island, have the potential to supplement classroom instruction toward building foundational reading skills.
{"title":"The Effects of a Computer-Based Early Reading Program on the Literacy Skills of Kindergarten Students","authors":"J. Metsala, S. Kalindi","doi":"10.1080/07380569.2022.2127344","DOIUrl":"https://doi.org/10.1080/07380569.2022.2127344","url":null,"abstract":"Abstract This research examines the effects of a computer reading program as a supplement to classroom instruction for Kindergarten students across Study 1 and Study 2 (N = 55 and 88, respectively). Students attended schools in suburban settings and all students received their typical balanced literacy programming. Students in the treatment condition used the Ooka Island computer program (Scholastic F.I.R.S.T.TM, 2017) as a supplement to classroom instruction. The computer program targets phonological awareness, word reading, and reading comprehension. Across both studies, students in the treatment group (n = 26 and 49 for Study 1 and 2, respectively) had better outcomes for phonological blending, word reading, reading comprehension, and book-reading levels than the business-as-usual control group (n = 29 and 39). There were no group differences for phonological segmentation. The findings demonstrate that early-reading computer programs, such as Ooka Island, have the potential to supplement classroom instruction toward building foundational reading skills.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"373 - 393"},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43701496","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 : 2022-10-02DOI: 10.1080/07380569.2022.2086738
S. Anderson, Kathleen B. Kyzar
Abstract This qualitative study traced the development and enactment of five elementary special education teachers’ technological, pedagogical, and content knowledge (TPACK) as they learned to use flexible digital tools and implemented them with students and their families before and during the COVID-19 pandemic. The findings highlight how changing contextual factors shaped the evolution of special educators’ TPACK for using Seesaw, which served as a “mesosystem tool” connecting school and home contexts. Teachers responded positively to Seesaw, relying on a variety of sources to cultivate their TPACK for using it. Key areas of TPACK application in the special education context included multi-modal learning, motivation/engagement, assessment, feedback, adaptation, and school-home communication. Recognizing how teachers develop and apply TPACK in different contexts broadens understanding of teacher knowledge development and informs efforts to support the use of digital communication tools in special education settings.
{"title":"Between School and Home: TPACK-in-Practice in Elementary Special Education Contexts","authors":"S. Anderson, Kathleen B. Kyzar","doi":"10.1080/07380569.2022.2086738","DOIUrl":"https://doi.org/10.1080/07380569.2022.2086738","url":null,"abstract":"Abstract This qualitative study traced the development and enactment of five elementary special education teachers’ technological, pedagogical, and content knowledge (TPACK) as they learned to use flexible digital tools and implemented them with students and their families before and during the COVID-19 pandemic. The findings highlight how changing contextual factors shaped the evolution of special educators’ TPACK for using Seesaw, which served as a “mesosystem tool” connecting school and home contexts. Teachers responded positively to Seesaw, relying on a variety of sources to cultivate their TPACK for using it. Key areas of TPACK application in the special education context included multi-modal learning, motivation/engagement, assessment, feedback, adaptation, and school-home communication. Recognizing how teachers develop and apply TPACK in different contexts broadens understanding of teacher knowledge development and informs efforts to support the use of digital communication tools in special education settings.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"323 - 341"},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59446303","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 : 2022-09-26DOI: 10.1080/07380569.2022.2121107
Drew Polly, Florence Martin, E. Byker
Abstract This study examines 105 pre-service and in-service teachers’ perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found collaboration tools, learning management systems, and supplemental video the most helpful for both teaching and learning, and found podcasts, social media, and mobile apps to be the least helpful and important for both teaching and learning. The findings of this study have implications for in-service teachers, pre-service teachers, school administrators, and teacher educators. This study indicates a need to further examine how pre-service and in-service teachers’ beliefs about digital technologies influence their process of designing instruction and choosing whether to or how to use these technologies in their classrooms.
{"title":"Examining Pre-Service and In-Service Teachers’ Perceptions of Their Readiness to Use Digital Technologies for Teaching and Learning","authors":"Drew Polly, Florence Martin, E. Byker","doi":"10.1080/07380569.2022.2121107","DOIUrl":"https://doi.org/10.1080/07380569.2022.2121107","url":null,"abstract":"Abstract This study examines 105 pre-service and in-service teachers’ perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found collaboration tools, learning management systems, and supplemental video the most helpful for both teaching and learning, and found podcasts, social media, and mobile apps to be the least helpful and important for both teaching and learning. The findings of this study have implications for in-service teachers, pre-service teachers, school administrators, and teacher educators. This study indicates a need to further examine how pre-service and in-service teachers’ beliefs about digital technologies influence their process of designing instruction and choosing whether to or how to use these technologies in their classrooms.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"40 1","pages":"22 - 55"},"PeriodicalIF":0.9,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47504987","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 : 2022-07-09DOI: 10.1080/07380569.2022.2075165
Nida Emul, Hilal Gulkilik, H. A. Kaplan
Abstract The purpose of this study was to examine how pre-service mathematics teachers (PMTs) integrated a dynamic geometry environment (DGE) into their reasoning process while solving geometric locus problems. Task-based interviews based on the locus problems were conducted with eight PMTs working in pairs. The PMTs could use a computer with access to GeoGebra in addition to plain papers, pencils, graph paper, a ruler, and a compass in the interview environment. They were free to use any of them. The PMTs’ reasoning was analyzed by focusing on their use of DGE as they were producing mathematical arguments during problem-solving. Toulmin’s argumentation model and Hollebrands’ strategies for using DGE were combined to analyze the data. The results revealed that the PMTs used DGE reactively to make claims and proactively to test or justify their claims. Their proactive use of DGE differed depending on whether they included their warrants for this use or not.
{"title":"Pre-Service Mathematics Teachers’ Experience with a Dynamic Geometry Environment Whilst Reasoning in Relation to Locus Problems: A Detailed Look at Strategies","authors":"Nida Emul, Hilal Gulkilik, H. A. Kaplan","doi":"10.1080/07380569.2022.2075165","DOIUrl":"https://doi.org/10.1080/07380569.2022.2075165","url":null,"abstract":"Abstract The purpose of this study was to examine how pre-service mathematics teachers (PMTs) integrated a dynamic geometry environment (DGE) into their reasoning process while solving geometric locus problems. Task-based interviews based on the locus problems were conducted with eight PMTs working in pairs. The PMTs could use a computer with access to GeoGebra in addition to plain papers, pencils, graph paper, a ruler, and a compass in the interview environment. They were free to use any of them. The PMTs’ reasoning was analyzed by focusing on their use of DGE as they were producing mathematical arguments during problem-solving. Toulmin’s argumentation model and Hollebrands’ strategies for using DGE were combined to analyze the data. The results revealed that the PMTs used DGE reactively to make claims and proactively to test or justify their claims. Their proactive use of DGE differed depending on whether they included their warrants for this use or not.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"297 - 322"},"PeriodicalIF":0.9,"publicationDate":"2022-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47830917","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 : 2022-05-20DOI: 10.1080/07380569.2022.2071223
Alain Stockless, Stéphane Villeneuve, Jérémie Bisaillon, F. Fournier, Fabienne Venant
Abstract Digital training plays a major role in the initial training for preschool, primary, and high school teachers in Québec, Canada. Since the mastery of information and communications technology (ICT) is prescriptive, measures have been implemented in university teacher training programs to ensure its development. Nevertheless, after this training, pre-service teachers’ (PSTs’) ability to transfer competency to a real context remains uncertain. We identified PSTs’ levels of mastery of digital tools and competency, as well as their pedagogical usage of them during their school practicums. We sought to ascertain whether they were ready to organize collaborative learning activities with their students. Their mastery of digital tools did not go beyond the level of “good,” except for tools related to office suites. They perceived themselves as having average mastery of the ability to integrate ICT. In addition, the transfer to a professional context is progressing via the pedagogical usage of ICT reported by PSTs during their school practicums. We observed moderate correlations between the mastery of collaborative and communication tools and of collaborative learning activities.
{"title":"Pre-Service Teachers’ Competence and Pedagogical Use of ICT: Are They Ready to Develop Collaborative Activities with Students?","authors":"Alain Stockless, Stéphane Villeneuve, Jérémie Bisaillon, F. Fournier, Fabienne Venant","doi":"10.1080/07380569.2022.2071223","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071223","url":null,"abstract":"Abstract Digital training plays a major role in the initial training for preschool, primary, and high school teachers in Québec, Canada. Since the mastery of information and communications technology (ICT) is prescriptive, measures have been implemented in university teacher training programs to ensure its development. Nevertheless, after this training, pre-service teachers’ (PSTs’) ability to transfer competency to a real context remains uncertain. We identified PSTs’ levels of mastery of digital tools and competency, as well as their pedagogical usage of them during their school practicums. We sought to ascertain whether they were ready to organize collaborative learning activities with their students. Their mastery of digital tools did not go beyond the level of “good,” except for tools related to office suites. They perceived themselves as having average mastery of the ability to integrate ICT. In addition, the transfer to a professional context is progressing via the pedagogical usage of ICT reported by PSTs during their school practicums. We observed moderate correlations between the mastery of collaborative and communication tools and of collaborative learning activities.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"203 - 229"},"PeriodicalIF":0.9,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44740729","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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