Identifying In-Service Teachers' Perceptions of Developing 21st Century Skills Through Science Education Using TPACK-21 Framework

Ali, Salma; Hernandez, James S

doi:10.4018/978-1-6684-5585-2.ch009

Cited by 2 publications

(2 citation statements)

References 24 publications

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“…Ali [17] believes that collaborative learning recognizes the impact of technology on society and ways of accessing knowledge. Learning in the digital age does not depend on the acquisition of individual knowledge, but rather depends on connected learning that occurs through interaction with various knowledge sources (including the Internet, information containers, and learning management systems).…”

Section: A E-collaborative Learningmentioning

confidence: 99%

The Effectiveness of E-Collaborative Learning in Developing Digital Thinking Skills among Teachers in the Light of Connectivism Theory

Aldalalah,

Alhalaq,

Eyadat

2023

IJIET

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The current study aimed to find out the effectiveness of Electronic Collaborative Learning (ECL) in developing digital thinking skills among teachers in the light of connectivism theory. The researchers used the quantitative method (quasi-experimental). The actual number of the study sample consisted of 32 teachers from the digital skills diploma teachers for the primary stage at Taibah University who were registered in the Advanced Digital Applications course (CS552) in the second semester of the academic year 2021–2022. They were distributed randomly into two groups. The researchers used three instruments in the study, the first instrument: testing the concepts of digital thinking skills, the second instrument: observation for digital thinking practices, and the third instrument: a questionnaire was adapted of teachers’ attitudes to digital thinking. This is done by analyzing the sample responses of the parameters on the three study instruments (testing the concepts of digital thinking, the digital thinking skills observation card, and its questionnaire about attitude towards digital thinking). The results showed that there was an effectiveness of electronic collaborative learning in developing digital thinking skills for teachers in the light of communication theory. Based on the results, the researchers recommended activating electronic collaborative learning based on connectivism theory to develop digital thinking skills.

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Section: A E-collaborative Learningmentioning

confidence: 99%

The Effectiveness of E-Collaborative Learning in Developing Digital Thinking Skills among Teachers in the Light of Connectivism Theory

Aldalalah,

Alhalaq,

Eyadat

2023

IJIET

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“…TPACK means to improve education and learning, helping students learn (Ruggiero & Mong, 2015). TPACK in the 21st century plays an important role for teachers in delivering learning content and helping students learn (Ali & Hernandez, 2023;Rosenberg & Koehler, 2015). Effective learning for students with disabilities allows interactive between teachers and students, students work together.…”

Section: Introductionmentioning

confidence: 99%

Technological Pedagogical Content Knowledge (TPACK) and Digital E-Scaffolding for Special School Teachers

Widajati,

Mahmudah

2023

Stud. Learn. Teach.

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21st century learning requires Special School teachers to have knowledge and skills in implementing technology-based learning strategies to facilitate and facilitate student learning and improve learning outcomes. This study aims to analyze the ability of Technological Pedagogical Content Knowledge (TPACK) and digital e-scaffolding in Special School teachers. This type of research used descriptive quantitative. The sample in this research is Special School teachers. Data collection using a questionnaire. Data analysis using descriptive statistics. The results showed that the ability of Special School teachers to integrate and utilize TPACK and computer and internet-based digital e-scaffolding for learning students with disabilities was in the good category. The results of this study show that 78% of Special School teachers have been able to utilize TPACK and digital e-scaffolding in learning for students with disabilities. TPACK skills and digital e-scaffolding are needed by Special School teachers to integrate and utilize technology that supports the learning of students with disabilities. The novelty of this research is to simultaneously analyze TPACK and e-scaffolding because much research has been done on TPACK but research on TPACK and digital e-scaffolding is still limited.

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Identifying In-Service Teachers' Perceptions of Developing 21st Century Skills Through Science Education Using TPACK-21 Framework

Cited by 2 publications

References 24 publications

The Effectiveness of E-Collaborative Learning in Developing Digital Thinking Skills among Teachers in the Light of Connectivism Theory

The Effectiveness of E-Collaborative Learning in Developing Digital Thinking Skills among Teachers in the Light of Connectivism Theory

Technological Pedagogical Content Knowledge (TPACK) and Digital E-Scaffolding for Special School Teachers

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