Pub Date : 2024-09-08DOI: 10.1080/1475939x.2024.2391302
Cristyne Hébert, Trudy Keil
This pilot project examines the experiences of a small sample (n = 4) of elementary pre-service teachers (PSTs) as they designed and attempted to implement a series of short lessons, or mini-units,...
本试点项目研究了小学职前教师（PST）在设计和尝试实施一系列简短课程（或称迷你单元）过程中的经验。
{"title":"Student teacher learning with Ozobots and Makey Makeys during a workshop and field experience","authors":"Cristyne Hébert, Trudy Keil","doi":"10.1080/1475939x.2024.2391302","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2391302","url":null,"abstract":"This pilot project examines the experiences of a small sample (n = 4) of elementary pre-service teachers (PSTs) as they designed and attempted to implement a series of short lessons, or mini-units,...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"16 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1080/1475939x.2024.2382970
Ching-Huei Chen, Hui-Chin Yeh
The purpose of this study aimed to investigate the impact of incorporating a scripted collaborative learning strategy into digital storytelling (DST) on the vocabulary acquisition, creativity and w...
本研究旨在探讨在数字故事（DST）中加入脚本协作学习策略对词汇习得、创造力和智慧的影响。
{"title":"Scripted synergy: elevating EFL writing and creativity through collaborative digital storytelling","authors":"Ching-Huei Chen, Hui-Chin Yeh","doi":"10.1080/1475939x.2024.2382970","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2382970","url":null,"abstract":"The purpose of this study aimed to investigate the impact of incorporating a scripted collaborative learning strategy into digital storytelling (DST) on the vocabulary acquisition, creativity and w...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"94 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1080/1475939x.2024.2377598
Trude Løvskar, Kjersti E. Lea, Robert Gray
This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features inform...
{"title":"Unmasking the depoliticisation of ICT in digital competence frameworks for educators: a critical discourse study","authors":"Trude Løvskar, Kjersti E. Lea, Robert Gray","doi":"10.1080/1475939x.2024.2377598","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2377598","url":null,"abstract":"This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features inform...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"14 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141771752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-27DOI: 10.1080/1475939x.2024.2368612
Benzi Slakmon
In this study, the paradoxes and difficulties of using WhatsApp for meaningful education are highlighted. As a case study of technology implementation, the author employs virtual ethnography and in...
{"title":"WhatsApp for pedagogy: initiatives, instructional practices and the nature of knowledge in Israel’s secondary education","authors":"Benzi Slakmon","doi":"10.1080/1475939x.2024.2368612","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2368612","url":null,"abstract":"In this study, the paradoxes and difficulties of using WhatsApp for meaningful education are highlighted. As a case study of technology implementation, the author employs virtual ethnography and in...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"348 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-26DOI: 10.1080/1475939x.2024.2367517
James Pengelley, Peter R. Whipp, Anabela Malpique
The rising use of technology in classrooms has also brought with it a concomitant wave of computer-based assessments. The argument for computer-based testing is often framed in terms of efficiency ...
{"title":"A testing load: a review of cognitive load in computer and paper-based learning and assessment","authors":"James Pengelley, Peter R. Whipp, Anabela Malpique","doi":"10.1080/1475939x.2024.2367517","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2367517","url":null,"abstract":"The rising use of technology in classrooms has also brought with it a concomitant wave of computer-based assessments. The argument for computer-based testing is often framed in terms of efficiency ...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"62 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141612198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-18DOI: 10.1080/1475939x.2024.2352039
Amber Simpson, Adam V. Maltese
The purpose of this exploratory study is to propose a pedagogical nexus for maker educators that is specific to making and tinkering in K–12 formal learning environments. The intent is to document ...
{"title":"Pedagogical approaches of maker educators in a school setting","authors":"Amber Simpson, Adam V. Maltese","doi":"10.1080/1475939x.2024.2352039","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2352039","url":null,"abstract":"The purpose of this exploratory study is to propose a pedagogical nexus for maker educators that is specific to making and tinkering in K–12 formal learning environments. The intent is to document ...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"29 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-17DOI: 10.1080/1475939x.2024.2364740
Chunyu Wang, Jing Peng, Xinyi He
Flipped blended learning (FBL) has become popular in translator training, requiring teachers to adapt their beliefs and attitudes towards blended learning to design and implement professional train...
{"title":"Effects of flipped blended learning based on assessment: an action research study in translation technology education","authors":"Chunyu Wang, Jing Peng, Xinyi He","doi":"10.1080/1475939x.2024.2364740","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2364740","url":null,"abstract":"Flipped blended learning (FBL) has become popular in translator training, requiring teachers to adapt their beliefs and attitudes towards blended learning to design and implement professional train...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"146 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While effective interaction is the most important element of any learning environment, its importance in e-learning has been often ignored. As a result, many e-learning environments suffer from lac...
{"title":"Pedagogy-based solutions for making effective interactions in e-learning environments: reflections on Hirumi’s three levels of interaction","authors":"Hamed Hosseini Zarrabi, Morteza Rezaei-Zadeh, Abasalt Khorasani","doi":"10.1080/1475939x.2024.2350964","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2350964","url":null,"abstract":"While effective interaction is the most important element of any learning environment, its importance in e-learning has been often ignored. As a result, many e-learning environments suffer from lac...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"20 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-10DOI: 10.1080/1475939x.2024.2362853
Hyunkyung Lee, Curtis J. Bonk
This study examined the effects of reflective practices (RP) on self-directed learning competencies (SDLC) as well as the relationship between technology-mediated collaborative learning (TMCL) as a...
{"title":"Fostering self-directed learning competencies among preservice teachers through reflective practice and technology-mediated collaborative learning","authors":"Hyunkyung Lee, Curtis J. Bonk","doi":"10.1080/1475939x.2024.2362853","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2362853","url":null,"abstract":"This study examined the effects of reflective practices (RP) on self-directed learning competencies (SDLC) as well as the relationship between technology-mediated collaborative learning (TMCL) as a...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"73 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-06DOI: 10.1080/1475939x.2024.2361679
Mostafa Nazari, Haniye Seyri
Framed in an interpretative phenomenological approach, this study explored the role of teaching subject (i.e. discipline) in Iranian teachers’ online identity construction during the COVID-19 pande...
{"title":"The role of teaching subject in teachers’ online identity construction: an interpretative phenomenological approach","authors":"Mostafa Nazari, Haniye Seyri","doi":"10.1080/1475939x.2024.2361679","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2361679","url":null,"abstract":"Framed in an interpretative phenomenological approach, this study explored the role of teaching subject (i.e. discipline) in Iranian teachers’ online identity construction during the COVID-19 pande...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"28 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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