Meeting the Black Swan

Smith, Kari; Ulvik, Marit; Curtis, Elizabeth; Guberman, Ainat; Lippeveld, Lut; Shapiro, Tali; Viswarajan, Sheeba

doi:10.7577/njcie.3974

Cited by 6 publications

(6 citation statements)

References 21 publications

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“…However, previous reviews have mainly focused on exploring student teachers' perceptions on using digital technologies in teaching and learning and their levels of digital competence. Paradoxically, teacher educators continue to remain an overlooked and underresearched group of professionals in terms of their beliefs, practices, and levels of PDC, as well as how they address PDC at the institutional level (Nagel, 2021;Smith et al, 2021). Currently, no study has explored the existing research literature specifically on the Norwegian term PDC in Norwegian teacher education, what are teacher educators' perceptions on PDC, and how they operationalize and implement PDC in their subject disciplines with student teachers and other relevant contexts.…”

Section: Pdc Development Emerging In Teacher Educationmentioning

confidence: 99%

Developing professional digital competence in Norwegian teacher education: a scoping review

Norhagen,

Krumsvik,

Røkenes

2024

Front. Educ.

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The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually evolves, digital competence becomes a dynamic target. Thus, teacher education must effectively prepare student teachers to teach effectively with technology. Researchers are increasingly examining the concept of teachers’ digital competence and how teacher education supports student teachers’ acquisition of digital skills for future employability. In Nordic countries like Norway, the term Professional Digital Competence (PDC) frames a teacher’s essential knowledge for using digital technology in teaching and learning. Despite this focus, there’s limited understanding of how Norwegian teacher education fosters PDC. This scoping review investigates current research on PDC and its implementation within Norwegian teacher education. Findings from numerical and thematic analysis offer insights into the prevalent types of PDC research. Thirty-four peer-reviewed papers were identified and coded along three dimensions: (1) theoretical perspectives, (2) research questions and methods, and (3) application and implementation. The review reveals a predominant focus on student and teacher educator perceptions or self-assessments when measuring digital competence. Our findings show that professional digital competence in teacher education is diverse and multifaceted. However, there are gaps in the current state of knowledge. To address this, we propose a definition and a framework to guide teacher educators. Future research should broaden participant profiles and involve a more diverse group of educators.

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Section: Pdc Development Emerging In Teacher Educationmentioning

confidence: 99%

Developing professional digital competence in Norwegian teacher education: a scoping review

Norhagen,

Krumsvik,

Røkenes

2024

Front. Educ.

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“…As shared earlier in 6.1.3 on Model I measuring inner determination, the current COVID-19 pandemic has moved people online for their educational activities and caused disruptive changes to the delivery of educational content (Blumenstyk, 2020;Smith, et al, 2021). Online communication, hypothesized in this model to introduce group dynamics on recycling behaviour, had also been similarly affected, due to the social distancing Discussion, Implications, Future Research, and Limitations Chapter Six 163 measures.…”

Section: Model IV Investigating Group Dynamicsmentioning

confidence: 74%

“…In addition, the use of ICT has hastened during this pandemic with even the new users switching to online mode to share information, experience, and knowledge. Smith, et al (2021) discussed how teachers, who were busy wondering alone at home on how to adjust to using ICT to conduct classes, had to share their own experience online to learn from each other on how to work online. They experienced a sense of ownership and achievement when they managed to teach online on their own.…”

Section: Online Knowledge Sharing Behavioursmentioning

confidence: 99%

“…This is a useful consideration considering the disruption of the current delivery of educational activities globally. The current pandemic is a "black swan" event where an unexpected event can transform everything, including disrupting teaching practices and learning processes (Blumenstyk, 2020;Cantarero, van Tilburg, & Smoktunowicz, 2020;Smith, et al, 2021). When implementing these disruptive changes to the education content delivery, Discussion, Implications, Future Research, and Limitations Chapter Six 168 policymakers could factor in the need to satisfy the people's desire to achieve a sense of autonomy while building their competence so that recycling efforts could still be encouraged and sustained.…”

Section: Model IV Investigating Group Dynamicsmentioning

confidence: 99%

“…They also suggested giving chances for people to volunteer and help others during the current pandemic so that their need for competence could be satisfied. Smith, et al (2021) also cited Darling-Hammond and Hyler (2020) to stress the importance to maintain some face-to-face communication, which they regard as necessary to deepen one's relations with the group. The suggestion of placing recycling bins and putting resident volunteers in charge of getting more to recycle could be one way of helping to address this concern.…”

Section: Model IV Investigating Group Dynamicsmentioning

confidence: 99%

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Investigating the contextual influences shaping recycling behaviours

Ng¹

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Though the Paris Agreement came into effect in 2016 to unite all nations to act now to achieve carbon-neutral earth by 2050, devastating climate change effects are increasing globally. Despite the renewed hope of international collaboration led by superpowers, concerted efforts are critically needed now to transform our current production and consumption modes to achieve the targeted carbon emission reductions. Personal motivators, coupled with team efforts, are needed even more so now to augment policies to nudge one toward living more sustainably to make a carbon-neutral world a reality in 2050. This thesis thus aimed to build a contextual influence model and contribute a framework to integrate theory and practice to identify contextual influences that can be used to effectively nudge one to willingly recycle as a pragmatic approach to minimise the post-consumption harm on the environment. The model was developed to identify the drivers for adults to recycle, with a secondary focus on the youth respondents who were identified as potential concerns or game changers in ensuring environmental sustainability.Adopting a system perspective, the influences on one's recycling behaviours were investigated at three levels for an exploratory case study to validate the contextual influence model. Starting from the policy level, educational activities, recycling infrastructure, and the use of information and communication technology (ICT) and media were hypothesized to introduce contextual influence on the individuals to recycle. All three theoretical constructs from the self-determination theory -basic psychological needs theory (SDT-BPNT), the subjective norms and controllability component constructs from the theory of planned behaviour (TPB), were selected with the collective efficacy construct, to measure the personal and people levels of influences on the adults to recycle. Financial factors and influences introduced by people and organisations interacting with the individuals were included as personal and people levels of influences respectively to enable a deeper understanding of the context at both levels. After completing the pre-test and pilot surveys in 2020, an online questionnaire survey was conducted by a commercial research company, engaged to gather response from December 2020 to March 2021 in Singapore to establish the relative strengths of each construct as the hypothesized recycling behavioural antecedents in the contextual influence model (N=700).

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Preparing undergraduates for the post-pandemic workplace: Teams of education and engineering students teach engineering virtually

Gutierrez,

Kidd,

Lee

et al. 2023

Humanit Soc Sci Commun

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When schools and universities across the world transitioned online due to the COVID-19 pandemic, Ed+gineering, a National Science Foundation (NSF) project that partners engineering and education undergraduates to design and deliver engineering lessons to elementary students, also had to shift its hands-on lessons to a virtual format. Through the lens of social cognitive theory (SCT), this study investigates engineering and education students’ experiences during the shift to online instruction to understand how they perceived its influence on their learning. As a result of modifying their lessons for online delivery, students reported learning professional skills, including skills for teaching online and educational technology skills, as well as Science, Technology, Engineering, and Mathematics (STEM) content. Some also lamented missed learning opportunities, like practice presenting face-to-face. Students’ affective responses were often associated with preparing and delivering their lessons. SCT sheds light on how the mid-semester change in their environment, caused by the shift in designing and teaching from face-to-face to online, affected the undergraduate engineering and education students’ personal experiences and affect. Overall, the transition to fully online was effective for students’ perceived learning and teaching of engineering. Though students experienced many challenges developing multimedia content for delivering hands-on lessons online, they reported learning new skills and knowledge and expressed positive affective responses. From the gains reported by undergraduates, we believe that this cross-disciplinary virtual team assignment was a successful strategy for helping undergraduates build competencies in virtual skills. We posit that similar assignment structures and opportunities post-pandemic will also continue to prepare future students for the post-pandemic workplace.

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Meeting the Black Swan

Cited by 6 publications

References 21 publications

Developing professional digital competence in Norwegian teacher education: a scoping review

Developing professional digital competence in Norwegian teacher education: a scoping review

Investigating the contextual influences shaping recycling behaviours

Preparing undergraduates for the post-pandemic workplace: Teams of education and engineering students teach engineering virtually

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