Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review

Teo, Timothy; Unwin, Siobhan; Scherer, Ronny; Gardiner, V.

doi:10.1016/j.compedu.2021.104223

Cited by 72 publications

(48 citation statements)

References 81 publications

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“…Rather than only studying theory, computer and network assembly is required in this course, so students must put what they learn into reality as much as possible. Technology integration utilizing TPACK can redefine the teacher's role, increase the quality of education, and retain the skills teachers need as technology progresses, according to previous studies (Nurhadi et al, 2019;Raman & Thannimalai, 2019;Teo et al,, 2021). As a result, it is apparent that teachers need instruction in how to develop active learning activities from higher education institutions.…”

Section: Active Aspectmentioning

confidence: 98%

“…al., 2020;Adalar, 2021). According to a survey of academic research on the possible dramatic impact of technology 4.0 on teacher education, technology integration can rethink the teaching role and retain the skills needed by educators as technology advances (Raman & Thannimalai, 2019;Teo., et al, 2021). Covid-19 pandemic experts believe that TPACK model learning is the best way to learn in the digital era, especially in the face of .…”

Section: Introductionmentioning

confidence: 99%

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Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Istiningsih

2022

WJET

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To investigate the impact of the integration of information and communication technology (ICT) on the development of the Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in the Digital Era 4.0, this research will look at the integration of ICT. The evaluation of the Online Learning Implementation Plan (RPP) of the Computer and Network Engineering Department in the even semester of the 2020/2021 academic year revealed the impact of ICT on instructors' TPACK. The research design that was used was a qualitative case study. The study included 20 teacher participants from Private Vocational Schools who were majoring in Computer and Network Engineering in order to explore the influence of ICT adoption on their classrooms. Findings from this study reveal that integrating ICT into the TPACK framework, as measured by this research project, has a positive impact on teachers. Teachers are capable of resolving issues that arise during online learning activities and providing learning assessment values that are appropriate for their students' skills and learning performance. Schools must provide more effective and professionally targeted ICT support and training in order to improve teacher competence in order to educate vocational students for a digital future, as a result of these consequences. Considering the demands for the integration of ICT into the design of educational curricula in order to develop the TPACK abilities of teachers in the face of the digital revolution is something that the government can consider. Keywords: vocational, ICT, TPACK, secondary school, engineering, educational curricula.

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Section: Active Aspectmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Istiningsih

2022

WJET

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“…Our future has been envisioned around the concept of the IoT (Internet of Things) [16], a global computing infrastructure of trillions of connected devices that permeate the world we live in [17]. The IoT refers to a connection between sensors and actuators implanted into physical objects [18,19]. Ubiquitous computing and the Internet of things (IoT) are turning into everyday household technology at an ever-increasing pace, for example, in the form of connected toys [20] and in the form of sensors that can be used for data collection, processing and visualization [21].…”

Section: State-of-the-art Analysis On Using Internet Of Things To Measure Ultraviolet Radiationmentioning

confidence: 99%

“…The test assessing students' knowledge of UV radiation and protection consisted of 20 closed-ended (right or wrong) statements consistent with course objectives and validated in other studies assessing learning gains regarding UV radiation and protection [7,35]. The closed-ended questions were grouped into three categories: (a) questions referring to the risk of excessive sun exposure (questions 1-5), (b) questions relating to ultraviolet radiation (questions 6-12), and (c) questions concerning ways of protection against excessive sun exposure (questions [13][14][15][16][17][18][19][20]. The researchers added the open-ended question "What do you know about UV radiation?"…”

Section: Data Sourcesmentioning

confidence: 99%

Affecting Young Children’s Knowledge, Attitudes, and Behaviors for Ultraviolet Radiation Protection through the Internet of Things: A Quasi-Experimental Study

Theodosi

Nicolaidou

2021

Computers

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Prolonged exposure to ultraviolet (UV) radiation is linked to skin cancer. Children are more vulnerable to UV harmful effects compared to adults. Children’s active involvement in using Internet of Things (IoT) devices to collect and analyze real-time UV radiation data is suggested to increase their awareness of UV protection. This quasi-experimental pre-test post-test control group study implemented light sensors in a STEM inquiry-based learning environment focusing on UV radiation and protection in primary education. This exploratory, small-scale study investigated the effect of a STEM environment implementing IoT devices on 6th graders’ knowledge, attitudes, and behaviors about UV radiation and protection. Participants were 31 primary school students. Experimental group participants (n = 15) attended four eighty-minute inquiry-based lessons on UV radiation and protection and used sensors to measure and analyze UV radiation in their school. Data sources included questionnaires on UV knowledge, attitudes, and behaviors administered pre- and post-intervention. Statistically significant learning gains were found only for the experimental group (t14 = −3.64, p = 0.003). A statistically significant positive behavioral change was reported for experimental group participants six weeks post-intervention. The study adds empirical evidence suggesting the value of real-time data-driven approaches implementing IoT devices to positively influence students’ knowledge and behaviors related to socio-scientific problems affecting their health.

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“…As a consequence of these changes, many jobs will be automated and digitalised. This phenomenon is setting new requirements for ICT competencies, including those within vocational education and training (VET) and its teaching (Teo et al, 2021). Teachers' ICT competencies and their development have been widely examined (Almerich et al, 2016;Instefjord & Munthe, 2017;Koehler & Mishra, 2009;Roll & Ifenthaler, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland

Vilppola

Lämsä

Vähäsantanen³

et al. 2022

IJRVET

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Context: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an unqualified VET teacher. Workplaces were comprehensively utilised as the learning environment, with teacher training support also being provided in the form of contact days, webinars, and online learning activities. Approach: We aimed to explore the main components of information and communications technology (ICT) competencies among vocational teacher trainees within work-based training and also to reveal the supportive and challenging factors related to developing ICT competencies within the training. Overall, 44 vocational teacher trainees participated in our study. The data were analysed via qualitative content analysis. Findings: Six main ICT competence components were identified during the work-based training: (1) The use and creation of digital learning materials, (2) the planning and use of digital learning environments, (3) synchronous digitally enhanced teaching, (4) general ICT competencies, (5) digital interaction, and (6) digital assessment. The development of teachers' ICT competencies was supported by their own active use of ICT and by experimenting with the ICT software and ideas presented by the teacher training staff. Challenging factors in ICT development included the continuous feeling of haste and the lack of time in the workplace, as well as the failure to recognise prior ICT competencies within the teacher training. This could limit the development of ICT competencies.Conclusions: Work-based VET teacher training has the potential to develop teacher trainees' ICT competencies because it allows immediate implementation and experimentation with regard to new ICT ideas and tools. By aligning this research with prior research, it is possible to construct a comprehensive ICT competence framework to support VET teacher training and workplace development.

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Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review

Cited by 72 publications

References 81 publications

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Affecting Young Children’s Knowledge, Attitudes, and Behaviors for Ultraviolet Radiation Protection through the Internet of Things: A Quasi-Experimental Study

Teacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland

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