How does technology challenge teacher education?

Kaminskienė, Lina; Järvelä, Sanna; Lehtinen, Erno

doi:10.1186/s41239-022-00375-1

Cited by 15 publications

(5 citation statements)

References 40 publications

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“…The advancement of information technology is a challenge for educators in the learning process (Crossley & McNamara, 2016;Kaminskienė et al, 2022;Manongga et al, 2021). If a teacher only explains about knowledge, it is not uncommon for our explanations to be incomplete with Google's all-in-one explanation (Carroll et al, 2022;de Jong et al, 2019;Lapitan et al, 2021;Mupa & Chinooneka, 2015).…”

Section: Resultsmentioning

confidence: 99%

Teachers assistance of Google for education in supporting education 4.0

Sudiran

Adityo

2023

jcse

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Teachers in the education era 4.0 are asked to be able to do learning that is not limited to space and is full of learning resources electronically and connected to the internet. However, today it is no longer a secret that students who are young learners master technology more than adults who still apply traditional learning methods that are currently deemed less effective. This community service program is carried out with the aim of increasing the ability of teachers to use Google for Education in facing education 4.0 at MTs Muhammadiyah 1 Malang city partner schools where mastery of the use of educational applications can be implemented as a learning support medium. The implementation of this internal community service program uses workshop and mentoring methods. The place of program implementation is at MTs Muhammadiyah 1 Malang city. Meanwhile, the number of participants was six English teachers. The workshop was held for one day and was followed by mentoring for three months to produce a Google for Education based course material design. The result of this internal community service is the production of a mentoring module to improve teacher competence in utilizing the Google application as a medium for teaching English. Through this module teachers can apply their skills in optimally improving student learning outcomes. Based on the data and discussion it can be concluded that the community service has been successfully implemented.

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Section: Resultsmentioning

confidence: 99%

Teachers assistance of Google for education in supporting education 4.0

Sudiran

Adityo

2023

jcse

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“…Both students and teachers attested that the value and relevance of LMS as a learning tool are heavily dependent on teachers' proficiency with the medium, on the course content and on how teachers design the activities and lessons in the platform. Digital technologies continue to bring challenges to teacher education, especially in the area of developing new competences to keep up with evolving learning environments (Kaminskienė et al, 2022). Given this, tailor-made information, training, and support for teachers are needed to maximize the use of LMSs in teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

An Assessment of Learning Management System Use in Higher Education: Perspectives from a Comprehensive Sample of Teachers and Students

Simon,

Jiang,

Fryer

et al. 2024

Tech Know Learn

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Learning Management Systems (LMSs) are underutilized in universities despite them being standard components of higher education. Given this, there is a need to gather the perspectives of students and teachers to examine how these key end-users engage with LMS and utilize its various features and functions. Such an endeavor could aid in addressing the barriers and in promoting the use of LMSs in online teaching and learning. As studies about LMS use with both teacher and student samples are limited, we simultaneously gathered both students’ and teachers’ perceptions of Moodle from all academic faculties at a public university in Hong Kong. Structured qualitative interviews were conducted with eighty-two participants (41 teachers, 41 students) via Zoom. Results suggest that Moodle, while previously viewed as merely a repository of course materials, transitioned from being a supplementary tool to a key information dissemination tool during the pandemic. Despite the availability of collaboration tools, majority of interactions still occur in alternative communication channels. Findings point to students’ and teachers’ need for familiarity, training, and a visually and functionally improved interface to enhance their experience in the LMS. We also found how content and pedagogy influenced how LMS was integrated into teaching, with frequency and manner of LMS use varying between faculties and departments. Given this, tailor-made information and support for each department are needed to maximize LMS use in classes. We suggest the conduct of dialogues involving multiple stakeholders (i.e., teachers, students, administrators, and technical support staff) so that higher education institutions can share best practices on how to improve LMS utilization to enhance the quality of teaching and learning in universities.

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“…The proposals for the technological training of teachers are varied and they have evolved over time. Initially, research focused on the manipulative dimension of software and hardware, as seen in studies in the latter part of the 20th century (Kaminskien ė et al 2022). However, over time, the importance of more in-depth training was gradually recognised, including didactic-technological aspects and the correct integration of digital resources in the educational process (Gómez-Trigueros 2023;Sommerhoff et al 2023).…”

Section: Technology and Motivation In Learningmentioning

confidence: 99%

Teacher Motivation: Exploring the Integration of Technology and Didactics in the Narratives of Future Teachers

Gómez-Trigueros,

Ruiz-Bañuls,

Esteve-Faubel

et al. 2024

Social Sciences

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Different theories addressing the motivational process in educational practice highlight the importance of the teacher’s perspective in the effective integration of technologies as pedagogical–didactic tools in the classroom. The current study consists of a manifest content analysis applying a non-experimental, cross-sectional, qualitative research design. A longitudinal study was conducted through semi-structured individual interviews over three academic years (2020–2023) with a sample of 36 teacher-training students, including undergraduate and postgraduate students from the Valencian Community. The results obtained reveal the participants’ perceptions of the motivations for using technology in their self-learning process, highlighting the positive value they attribute to these tools as resources to motivate their future students. The narratives compiled highlight the relationship between the use of technology and improved academic performance in teacher training. Furthermore, they underline the need to incorporate educational models that not only foster digital skills but also provide solid pedagogical training in this area.

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How does technology challenge teacher education?

Cited by 15 publications

References 40 publications

Teachers assistance of Google for education in supporting education 4.0

Teachers assistance of Google for education in supporting education 4.0

An Assessment of Learning Management System Use in Higher Education: Perspectives from a Comprehensive Sample of Teachers and Students

Teacher Motivation: Exploring the Integration of Technology and Didactics in the Narratives of Future Teachers

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