Leveraging CRT awareness in creating web-based projects through use of online collaborative learning for pre-service teachers

Chuang, Hsueh‐Hua

doi:10.1007/s11423-016-9438-5

Cited by 45 publications

(26 citation statements)

References 47 publications

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“…The interactions took place through different tools (e.g., narratives, blogs, chat, forum, web conferences or video conferences, social networks) that supported the participants in affectively engaging with other members of the community (Dyment and Downing 2018;Dickey 2004;Choi et al 2016;Farr and Riordan 2015;Gillies 2008) and enabled the creation of interpersonal relationships by projecting themselves (Farr and Riordan 2015;Dickey 2004;Choi et al 2016;Lee and Brett 2015). While these tools leveraged their social affordances to develop online learning practices that presented different degrees of impact, social networks provided an additional component of informal learning that reinforced peer support (Prasojo et al 2017) and a relationship bond among virtual learners that helped to form learning communities (Chuang 2016). Also, narratives allowed student teachers to feel safe to reveal their genuine identities (Lee and Brett 2015) and make sense of becoming a teacher (Choi et al 2016).…”

Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

736

442

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The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and 'forced' transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.

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Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

736

442

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“…One proponent of culturally responsive teaching awareness in educational technology, has argued that SM has a role to play in informal learning to meet the challenges of connectinga diverse student cohort. There is a gap between the formalized interaction occurring in traditional educational settings and informal modes of learning, socialization, and communication practiced by youth, such as FB (Chuang, 2016, Implications and conclusions, para. 2).…”

Section: The Scholarship Of Smmentioning

confidence: 99%

“…Supporting this research is a study of informal learning whereby student-initiated, rather than teacher-initiated SM offered assurances of effective learning and engagement (Selwyn, Crook, Carr, Carmichael, Noss & Laurillard, 2008, in Chuang, 2016. When students were not participating in large lectures because they were distracted by SM, Elavsky, Mislan, & Elavsky (2011) introduced Twitter into the course.…”

Section: The Scholarship Of Smmentioning

confidence: 99%

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Social media and Higher Education: FOMO (fear of missing out) or does digitally enabled learning have a place in Law Schools?

Curro

Ainswroth

2018

JoSoTL

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Recently embraced by the legal profession to make justice more accessible, social media (SM) is fast becoming the primary tool of communication for the courts. In Australia today The Supreme Court of Victoria uses SM to share judgments, media releases, publications, speeches and other information. On the County Court of Victoria home page one can read the Court's Twitter feed. These innovations have led to the expectations for Australian law schools to adopt 21st century technology, and enhance student engagement in the classroom. While there are studies which have investigated the use of SM as an educational tool in general, research specifically addressing its application to Law curricula is scant. In this article we propose that introducing SM into curricula will create learning opportunities to develop the awareness of responsible usage of SM platforms, thereby ensuring successful communication outcomes for Law graduates. We discuss the challenge of online scholarly/academic identity, and also the social capital benefits. A brief account of SM and the legal industry is presented next. Because of the impact of policy imperatives, VU Blended Learning Strategy and Graduate Capabilities for 21st century have been included. Examples of SM applications in the Australian Law classroom, including the use of the meme, an image with a text phrase that is distributed via SM, are discussed. The complex and contested nature of SM, leads the authors conclude that it is possible to successfully implement digitally enabled learning in the Australian Law classroom, but not without certain pedagogical caveats.

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“…Technology integration in learning that will support the achievement of 21st-century competencies is through lesson planning that uses technology to support learning objectives in certain fields. The forms of technology to support the learning process include Learning Management System (LMS) (Chanpet, Chomsuwan, & Murphy, 2018; Dağ, 2019; Dag & Durdu, 2017; Hidayat, 2019; Hidayat, Prasetiyo, & Wantoro, 2019), social media (Chuang, 2016;Jordan, 2016;Makaramani, 2015), as well as computer programming tools (Thompson et al, 2019). Teachers and prospective teachers need special professional knowledge to integrate technology, education (pedagogy), and content known as TPACK (technological pedagogical content knowledge) (Mishra & Koehler, 2006) into instructional design.…”

Section: Introductionmentioning

confidence: 99%

Developing Self-Assessment Instrument for Measuring Pre-Service Teachers’ Technological Pedagogical Vocational Knowledge

Rahmawati

Suryani

Akhyar

et al. 2020

HSSR

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Purpose of the study: This study aims to develop a self-assessment instrument for measuring pre-service teachers' Technological Pedagogical Vocational Knowledge (TPVK). The developed instrument reviewed by experts and analyzed for the reliability and the internal consistency. TPVK, as the expansion of Technological Pedagogical Content Knowledge (TPACK), is the basis of effective teaching vocational knowledge with technology. TPVK’s instrument needed to assess the profile of TPVK among pre-service teachers. Assessing current TPVK’s profile among pre-service teachers is needed to formulate the appropriate efforts for the improvement in the teacher training program. Methodology: Fifty-one survey questions were initially created based on literature and then reviewed by some experts to do the content and face validity of the instrument. The item analysis to determine the criterion of internal consistency used Pearson Product Moment regarding the data collected from two hundred and sixteen pre-service vocational teachers. The reliability of the instrument is determined by using Cronbach’s alpha coefficient. Principal Findings: The criterion of internal consistency from each TPVK component is relatively high. The lowest mean degree was 0.736 for PK, and the highest mean degree was 0.857 in the TPK component. The Cronbach's alpha coefficient for the reliability test was 0.883 in the TK component as the lowest degree and 0.937 in the PVK component as the highest degree. Practical Implication: The results revealed that the TPVK instrument was a valid and reliable tool for assessing pre-service vocational teacher's technology, pedagogy, and vocational knowledge, especially in Indonesia, due to the language used in this instrument. Novelty/Originality of this study: This article based on the development study to measure Technological Pedagogical Vocational Knowledge pre-service teachers' instrument as the expansion of TPACK, whereas the content knowledge focused on vocational knowledge.

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Leveraging CRT awareness in creating web-based projects through use of online collaborative learning for pre-service teachers

Cited by 45 publications

References 47 publications

COVID-19 and teacher education: a literature review of online teaching and learning practices

COVID-19 and teacher education: a literature review of online teaching and learning practices

Social media and Higher Education: FOMO (fear of missing out) or does digitally enabled learning have a place in Law Schools?

Developing Self-Assessment Instrument for Measuring Pre-Service Teachers’ Technological Pedagogical Vocational Knowledge

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