Pub Date : 2022-12-22DOI: 10.1080/1475939X.2022.2158923
Laura Teichert, Susan V. Piazza
ABSTRACT COVID-19 closed schools across the USA and forced teachers and students to navigate virtual learning with little guidance. This mixed-methods study examines K–12 teachers’ beliefs about their teaching practices that were abruptly transitioned to online during the first four months of COVID-19. Surveys and interviews were analysed using sociocultural theory and the four-dimensional model of digital literacy. Teachers felt unprepared for online teaching and expressed an inability to meet their students’ needs. Concerns focused on digital access inequalities, a desire for support to build digital pedagogies, particularly to enhance student engagement. The findings point to a responsibility to support digital pedagogies across pre-service and in-service contexts so that, at a minimum, teachers can operate efficiently. For greater educational equity and outcomes, teachers need to be able to build competencies to facilitate communication, critique and creative expression across contexts, digital spaces, media and for multiple purposes.
{"title":"Taking stock of teaching practice at the onset of COVID-19","authors":"Laura Teichert, Susan V. Piazza","doi":"10.1080/1475939X.2022.2158923","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2158923","url":null,"abstract":"ABSTRACT COVID-19 closed schools across the USA and forced teachers and students to navigate virtual learning with little guidance. This mixed-methods study examines K–12 teachers’ beliefs about their teaching practices that were abruptly transitioned to online during the first four months of COVID-19. Surveys and interviews were analysed using sociocultural theory and the four-dimensional model of digital literacy. Teachers felt unprepared for online teaching and expressed an inability to meet their students’ needs. Concerns focused on digital access inequalities, a desire for support to build digital pedagogies, particularly to enhance student engagement. The findings point to a responsibility to support digital pedagogies across pre-service and in-service contexts so that, at a minimum, teachers can operate efficiently. For greater educational equity and outcomes, teachers need to be able to build competencies to facilitate communication, critique and creative expression across contexts, digital spaces, media and for multiple purposes.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"117 - 132"},"PeriodicalIF":4.9,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47122248","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 : 2022-12-16DOI: 10.1080/1475939X.2022.2156918
Laura Morrison, J. Hughes
ABSTRACT This qualitative research involved the development of 12 weeks of twice-weekly virtual maker professional learning (PL) sessions for K–12 and post-secondary educators at the beginning of the COVID-19 pandemic. The sessions were developed by four researchers from a maker lab in Ontario, Canada that moved entirely online in March 2020. The research question driving the study was: what are best practices related to virtual maker professional learning? Findings and implications related to this question include: a) technical issues should be anticipated and addressed in advance of each session; b) simple, hands-on activities are most effective for online maker professional learning; c) collaboration are pivotal to a rich online maker professional learning experience; d) using free, virtual tools is imperative for equitable access and learning; and e) adaptability is key when working with a diversity of learners/teachers from varied subjects and divisions.
{"title":"Making the shift to virtual professional learning","authors":"Laura Morrison, J. Hughes","doi":"10.1080/1475939X.2022.2156918","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2156918","url":null,"abstract":"ABSTRACT This qualitative research involved the development of 12 weeks of twice-weekly virtual maker professional learning (PL) sessions for K–12 and post-secondary educators at the beginning of the COVID-19 pandemic. The sessions were developed by four researchers from a maker lab in Ontario, Canada that moved entirely online in March 2020. The research question driving the study was: what are best practices related to virtual maker professional learning? Findings and implications related to this question include: a) technical issues should be anticipated and addressed in advance of each session; b) simple, hands-on activities are most effective for online maker professional learning; c) collaboration are pivotal to a rich online maker professional learning experience; d) using free, virtual tools is imperative for equitable access and learning; and e) adaptability is key when working with a diversity of learners/teachers from varied subjects and divisions.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"105 - 116"},"PeriodicalIF":4.9,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42274793","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 : 2022-10-20DOI: 10.1080/1475939X.2022.2138959
Fatemeh Mardi
ABSTRACT Grounded in the Community of Inquiry framework, a three-pronged response to text discussion strategy was implemented in an online graduate level course. The strategy is made up of digital powerups, a guided self-connection section, and expressing what they learned from their peers. A qualitative content analysis of student reflections of using this strategy supports these claims: (1) the digital powerup strategy provided an opportunity for rigour and differentiation; (2) the guided approach of the ‘connect to self’ section balanced and complemented the open-ended nature of the digital powerup section; (3) structured peer takeaways led to a sense of community; and (4) the graduate students preferred the three-pronged discussion strategy to other models they have used before. This article has implications for higher education course designers and instructors to have a tested and educator-approved response-to-text model to use with any reading.
{"title":"Providing rigour, differentiation, and sense of community using a three-pronged VoiceThread discussion strategy during the pandemic","authors":"Fatemeh Mardi","doi":"10.1080/1475939X.2022.2138959","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2138959","url":null,"abstract":"ABSTRACT Grounded in the Community of Inquiry framework, a three-pronged response to text discussion strategy was implemented in an online graduate level course. The strategy is made up of digital powerups, a guided self-connection section, and expressing what they learned from their peers. A qualitative content analysis of student reflections of using this strategy supports these claims: (1) the digital powerup strategy provided an opportunity for rigour and differentiation; (2) the guided approach of the ‘connect to self’ section balanced and complemented the open-ended nature of the digital powerup section; (3) structured peer takeaways led to a sense of community; and (4) the graduate students preferred the three-pronged discussion strategy to other models they have used before. This article has implications for higher education course designers and instructors to have a tested and educator-approved response-to-text model to use with any reading.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"31 1","pages":"637 - 654"},"PeriodicalIF":4.9,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41276904","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 : 2022-10-20DOI: 10.1080/1475939X.2022.2083669
Christina Wekerle, I. Kollar
ABSTRACT Technology may promote student engagement in high-level learning processes in the classroom. Yet, whether teachers really exploit technology’s potential to support student learning depends on their expertise. The authors compared pre-service and technology-experienced in-service teachers’ reasoning about technology-enhanced lessons by means of lesson plans. The authors assumed that technology-experienced teachers’ lesson plans would target more high-level learning activities than those of pre-service teachers. They asked N = 134 pre-service and technology-experienced in-service teachers to plan an ideal technology-enhanced classroom lesson. The teachers were requested to report the types of learning activities they would have students engage in, both during technology-enhanced and non-technology-enhanced lesson activities. As assumed, in-service teachers were more likely to include higher-level technology-enhanced learning activities than pre-service teachers. However, the authors found no differences for non-technology-enhanced learning activities. Based on these findings and further qualitative analyses, implications for curriculum design are drawn.
{"title":"Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans","authors":"Christina Wekerle, I. Kollar","doi":"10.1080/1475939X.2022.2083669","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2083669","url":null,"abstract":"ABSTRACT Technology may promote student engagement in high-level learning processes in the classroom. Yet, whether teachers really exploit technology’s potential to support student learning depends on their expertise. The authors compared pre-service and technology-experienced in-service teachers’ reasoning about technology-enhanced lessons by means of lesson plans. The authors assumed that technology-experienced teachers’ lesson plans would target more high-level learning activities than those of pre-service teachers. They asked N = 134 pre-service and technology-experienced in-service teachers to plan an ideal technology-enhanced classroom lesson. The teachers were requested to report the types of learning activities they would have students engage in, both during technology-enhanced and non-technology-enhanced lesson activities. As assumed, in-service teachers were more likely to include higher-level technology-enhanced learning activities than pre-service teachers. However, the authors found no differences for non-technology-enhanced learning activities. Based on these findings and further qualitative analyses, implications for curriculum design are drawn.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"31 1","pages":"597 - 614"},"PeriodicalIF":4.9,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45054983","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 : 2022-10-19DOI: 10.1080/1475939X.2022.2130967
Katrina Borowiec, A. Bopardikar, Courtney Castle
ABSTRACT Video of teachers’ own classrooms is used in professional development (PD), with recent research pointing to the promise of teacher-captured video and collegial discourse in Video Clubs (VCs). Using a sequential explanatory mixed-methods design, this study investigated teachers’ engagement with student thinking during VCs, which were part of a PD model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in VCs. The discourse of two school teams revealed a marginally significant change in teachers’ focus on student thinking, interpretive stance and the specificity of their discourse over time. Additionally, features of the presenting teacher’s video case (e.g., case question specificity) appeared to have influenced teachers’ interpretive stance in making sense of student thinking. Potential factors contributing to teacher discourse and implications for designing and implementing VCs with teacher-captured video in fostering teachers’ engagement with student thinking are discussed.
{"title":"Supporting teachers’ engagement with student thinking in teacher-captured video-based professional development environments: factors and implications","authors":"Katrina Borowiec, A. Bopardikar, Courtney Castle","doi":"10.1080/1475939X.2022.2130967","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2130967","url":null,"abstract":"ABSTRACT Video of teachers’ own classrooms is used in professional development (PD), with recent research pointing to the promise of teacher-captured video and collegial discourse in Video Clubs (VCs). Using a sequential explanatory mixed-methods design, this study investigated teachers’ engagement with student thinking during VCs, which were part of a PD model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in VCs. The discourse of two school teams revealed a marginally significant change in teachers’ focus on student thinking, interpretive stance and the specificity of their discourse over time. Additionally, features of the presenting teacher’s video case (e.g., case question specificity) appeared to have influenced teachers’ interpretive stance in making sense of student thinking. Potential factors contributing to teacher discourse and implications for designing and implementing VCs with teacher-captured video in fostering teachers’ engagement with student thinking are discussed.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"31 1","pages":"541 - 561"},"PeriodicalIF":4.9,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46122387","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 : 2022-10-10DOI: 10.1080/1475939X.2022.2129772
Ramona Lorenz, Melanie Heldt, Birgit Eickelmann
ABSTRACT Integrating digital media into education and fostering school students’ competencies in computational thinking and media literacy requires comprehensive information and communication technology (ICT)-related pre-service teacher training. However, it remains unclear whether such training is associated with a more frequent use of ICT in classrooms and the fostering of students’ competencies. Furthermore, it is uncertain if the frequency of ICT use is related to pre-service teachers’ practical experience. These questions are examined based on a representative German secondary school teacher survey (N = 1218) using logistic regression analyses. Taking further variables on school level and teacher level into account, it could be shown that teachers’ self-assessed technological pedagogical and content knowledge to use ICT in instruction is the most relevant predictor of the frequency of use and the fostering of students’ computational thinking. Overall, there were hardly any differences between the more theoretical and the more practical phases of teacher education.
{"title":"Relevance of pre-service teacher training to use ICT for the actual use in classrooms – focus on German secondary schools","authors":"Ramona Lorenz, Melanie Heldt, Birgit Eickelmann","doi":"10.1080/1475939X.2022.2129772","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2129772","url":null,"abstract":"ABSTRACT Integrating digital media into education and fostering school students’ competencies in computational thinking and media literacy requires comprehensive information and communication technology (ICT)-related pre-service teacher training. However, it remains unclear whether such training is associated with a more frequent use of ICT in classrooms and the fostering of students’ competencies. Furthermore, it is uncertain if the frequency of ICT use is related to pre-service teachers’ practical experience. These questions are examined based on a representative German secondary school teacher survey (N = 1218) using logistic regression analyses. Taking further variables on school level and teacher level into account, it could be shown that teachers’ self-assessed technological pedagogical and content knowledge to use ICT in instruction is the most relevant predictor of the frequency of use and the fostering of students’ computational thinking. Overall, there were hardly any differences between the more theoretical and the more practical phases of teacher education.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"31 1","pages":"563 - 577"},"PeriodicalIF":4.9,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47221230","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 : 2022-09-21DOI: 10.1080/1475939X.2022.2123033
A. Naseem, Sohail Ahmad, Shahtaj Yousuf, Haider Ali, A. Mian
ABSTRACT In 2020 Pakistan’s first-ever hackathon on school emergencies was organised, where schools and community stakeholders collaborated to deconstruct problems and develop solutions. The study aimed to investigate participants’ motivation for and experiences of the hackathon. Qualitative and quantitative data were collected from hackers, mentors, judges and organisers before, during and after the event. Findings indicate diversity amongst participants in terms of age, gender and experiences. The hackers’ motivations were both intrinsic and extrinsic. The challenges were insufficient time, absence of investors, inconsistent mentoring, low participation from public schools and imbalanced gender participation. The hackathon provided a unique opportunity for multidisciplinary collaborative problem-solving and accessing experts for creativity and innovation. Future research should focus on increasing participation and fostering social innovations through school-based civic hackathons.
{"title":"Facilitating social innovation through a school emergency preparedness hackathon in Pakistan","authors":"A. Naseem, Sohail Ahmad, Shahtaj Yousuf, Haider Ali, A. Mian","doi":"10.1080/1475939X.2022.2123033","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2123033","url":null,"abstract":"ABSTRACT In 2020 Pakistan’s first-ever hackathon on school emergencies was organised, where schools and community stakeholders collaborated to deconstruct problems and develop solutions. The study aimed to investigate participants’ motivation for and experiences of the hackathon. Qualitative and quantitative data were collected from hackers, mentors, judges and organisers before, during and after the event. Findings indicate diversity amongst participants in terms of age, gender and experiences. The hackers’ motivations were both intrinsic and extrinsic. The challenges were insufficient time, absence of investors, inconsistent mentoring, low participation from public schools and imbalanced gender participation. The hackathon provided a unique opportunity for multidisciplinary collaborative problem-solving and accessing experts for creativity and innovation. Future research should focus on increasing participation and fostering social innovations through school-based civic hackathons.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"17 - 28"},"PeriodicalIF":4.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47228710","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 : 2022-09-21DOI: 10.1080/1475939X.2022.2121314
K. Nikolopoulou, V. Gialamas, Konstantinos Lavidas
ABSTRACT Despite the significant growth and capabilities of mobile technologies, there is limited empirical evidence on teachers’ perceived mobile technology-learning barriers. This study investigated Greek teachers’ perceptions of barriers to using mobile technology in school classrooms. A 28-item questionnaire was administered to 557 teachers and six barrier-factors were extracted: ‘lack of resources’, ‘lack of support’, ‘lack of time’, ‘lack of teacher confidence’, ‘class conditions’ and ‘concerns about students’. The questionnaire was a valid and reliable tool for the investigation of various dimensions of teachers’ perceived barriers. Gender, school level, age and ICT training had significant but small effects on specific barrier-factors. The order of importance of barrier-factors was similar for users and non-users (‘lack of resources’, ‘support’ and ‘class conditions’) independently of the type of mobile device used in class. ‘Concerns about students’ was identified as a major barrier only by non-users. Implications for educational policy and professional training are discussed.
{"title":"Mobile learning-technology barriers in school education: teachers’ views","authors":"K. Nikolopoulou, V. Gialamas, Konstantinos Lavidas","doi":"10.1080/1475939X.2022.2121314","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2121314","url":null,"abstract":"ABSTRACT Despite the significant growth and capabilities of mobile technologies, there is limited empirical evidence on teachers’ perceived mobile technology-learning barriers. This study investigated Greek teachers’ perceptions of barriers to using mobile technology in school classrooms. A 28-item questionnaire was administered to 557 teachers and six barrier-factors were extracted: ‘lack of resources’, ‘lack of support’, ‘lack of time’, ‘lack of teacher confidence’, ‘class conditions’ and ‘concerns about students’. The questionnaire was a valid and reliable tool for the investigation of various dimensions of teachers’ perceived barriers. Gender, school level, age and ICT training had significant but small effects on specific barrier-factors. The order of importance of barrier-factors was similar for users and non-users (‘lack of resources’, ‘support’ and ‘class conditions’) independently of the type of mobile device used in class. ‘Concerns about students’ was identified as a major barrier only by non-users. Implications for educational policy and professional training are discussed.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"29 - 44"},"PeriodicalIF":4.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47475404","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 : 2022-06-29DOI: 10.1080/1475939X.2022.2091015
Ronen Kasperski, I. Blau, G. Ben‐Yehudah
ABSTRACT This study mapped instructional strategies that promote core digital literacies, as conceptualized by three theoretical frameworks: the digital competencies (DC) model (Eshet-Alkalai, 2004; 2012) the five core-competencies (5C) model (Hwang, Lai, & Wang, 2015) and the DigComp framework (Ferrari, 2013). Findings from a large qualitative sample of 65 Israeli elementary and middle-school teachers-experts in technology-enhanced pedagogy, demonstrated that their perspectives in semi-structured interviews were mostly consistent with their actual behavior observed in classrooms. Teachers over-emphasized certain competencies (searching for knowledge, photo-visual thinking, socio-emotional learning, constructing knowledge), while others competencies were significantly less common (real-time thinking, branching literacy and problem-solving skills). Based on bottom-up coding, we identified unique characteristics of digital literacy, suggested several modifications of the DC, 5C and DigComp frameworks, and mapped the level of instructional strategies (foundational, intermediate, or advanced) used to develop students' digital literacies. We discuss the implications of the findings for educational theory and practice.
{"title":"Teaching digital literacy: are teachers’ perspectives consistent with actual pedagogy?","authors":"Ronen Kasperski, I. Blau, G. Ben‐Yehudah","doi":"10.1080/1475939X.2022.2091015","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2091015","url":null,"abstract":"ABSTRACT This study mapped instructional strategies that promote core digital literacies, as conceptualized by three theoretical frameworks: the digital competencies (DC) model (Eshet-Alkalai, 2004; 2012) the five core-competencies (5C) model (Hwang, Lai, & Wang, 2015) and the DigComp framework (Ferrari, 2013). Findings from a large qualitative sample of 65 Israeli elementary and middle-school teachers-experts in technology-enhanced pedagogy, demonstrated that their perspectives in semi-structured interviews were mostly consistent with their actual behavior observed in classrooms. Teachers over-emphasized certain competencies (searching for knowledge, photo-visual thinking, socio-emotional learning, constructing knowledge), while others competencies were significantly less common (real-time thinking, branching literacy and problem-solving skills). Based on bottom-up coding, we identified unique characteristics of digital literacy, suggested several modifications of the DC, 5C and DigComp frameworks, and mapped the level of instructional strategies (foundational, intermediate, or advanced) used to develop students' digital literacies. We discuss the implications of the findings for educational theory and practice.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"31 1","pages":"615 - 635"},"PeriodicalIF":4.9,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46466034","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 : 2022-06-27DOI: 10.1080/1475939X.2022.2092547
Nataliia Demeshkant, Sławomir Trusz, Katarzyna Potyrała
ABSTRACT The purpose of this study was to develop and to validate a study tool for determining the levels of academic teachers’ digital competence regarding the TPACK framework and self-reflection questionnaire of the European Competence Framework for the Digital Competence of Educators in the context of higher education. The classic 7-factor TPACK model was changed to a 2-factor model (Pedagogical and Technological Knowledge). A survey was administered to 103 academic teachers from Polish universities. Exploratory factor analysis and confirmatory factor analysis confirmed the goodness-of-fit for the 2-factor TPACK model for higher education studies and internal consistency of the study survey. Descriptive analysis indicated a significant negative correlation between some demographic variables and domains from both factors. However, some positive associations with certain variables from the professional background were also noticed. Implications for professional development and suggestions regarding teachers’ digital competences and TPACK are discussed.
{"title":"Interrelationship between levels of digital competences and Technological, Pedagogical and Content Knowledge (TPACK): a preliminary study with Polish academic teachers","authors":"Nataliia Demeshkant, Sławomir Trusz, Katarzyna Potyrała","doi":"10.1080/1475939X.2022.2092547","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2092547","url":null,"abstract":"ABSTRACT The purpose of this study was to develop and to validate a study tool for determining the levels of academic teachers’ digital competence regarding the TPACK framework and self-reflection questionnaire of the European Competence Framework for the Digital Competence of Educators in the context of higher education. The classic 7-factor TPACK model was changed to a 2-factor model (Pedagogical and Technological Knowledge). A survey was administered to 103 academic teachers from Polish universities. Exploratory factor analysis and confirmatory factor analysis confirmed the goodness-of-fit for the 2-factor TPACK model for higher education studies and internal consistency of the study survey. Descriptive analysis indicated a significant negative correlation between some demographic variables and domains from both factors. However, some positive associations with certain variables from the professional background were also noticed. Implications for professional development and suggestions regarding teachers’ digital competences and TPACK are discussed.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"31 1","pages":"579 - 595"},"PeriodicalIF":4.9,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532299","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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