Science Teachers’ Response to the Digital Education Revolution

Nielsen, Wendy; Miller, Kelly; Hoban, Garry

doi:10.1007/s10956-014-9527-3

Cited by 29 publications

(29 citation statements)

References 19 publications

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“…A teacher is a key figure within the traditional concept of education. In contrast, some studies provide a rationale and positive experience of such changes (Bruce & Chiu, 2015;Instefjord, 2015;Nielsen et al, 2015;Tømte et al, 2015). Bruce and Chiu (2015) suggested that, to assign digital competence and promote the use of digital technologies within the framework of the professional didactic competency of teachers, it is necessary to integrate technology as a pedagogical tool for teachers more effectively and include it into teacher training programs.…”

Section: Literature Reviewmentioning

confidence: 99%

Education in the Context of Digitalization and Culture: Evolution of the Teacher's Role, Pre-pandemic Overview

Kalimullina

Tarman²,

Степанова

2020

J Ethn Cult Stud

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This study was conducted before the outbreak of the pandemic and now the results seem clear. The intensive forced use of distance technologies in the educational process has changed the approach to education forever. What exactly has changed? this is already a topic for new research. We suggest going back a little and see how the role of the teacher changed as the use of digital technologies intensified before the pandemic. This article analyzes the studies devoted to teachers’ experiences in interacting with digital environments, and reviews digital learning systems, environments, and tools. The study found that there are many opportunities, applications, and automated digital environments in the world, but none of them can, to a greater or lesser extent, do without a supervisor, or a teacher. In addition, the paper found that, despite the diversity of digital learning tools, that issues existed related to using such tools by teachers due to the lack of adequate digital competence or even because some teachers tend to have a negative attitude towards this new concept of education. Therefore, sufficient conditions and opportunities should be created for teachers to obtain the required digital competence and to explore the culture of digital technology in education and learning environments to succeed in the subsequent integration of digital technology into the field of education.

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Section: Literature Reviewmentioning

confidence: 99%

Education in the Context of Digitalization and Culture: Evolution of the Teacher's Role, Pre-pandemic Overview

Kalimullina

Tarman²,

Степанова

2020

J Ethn Cult Stud

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“…This is related to the constraints that exist in our education. The first obstacle is the challenge of teaching innovative science [3]. The second barrier is classroom and school connectivity.…”

Section: Introductionmentioning

confidence: 99%

“…The fourth barrier is a change in classroom management. [3] The rest of this paper is organized as follow: Section II describes proposed research method. Section III presents the obtained results and following by discussion in section IV.…”

Section: Introductionmentioning

confidence: 99%

Tpack as Innovation of Learning Science Laboratory of Indonesia

Aththibby¹,

Lubis²,

Ardiyanti³

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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21st century education produces culture for the principals of teachers, students and the environment to integrate technology, pedagogy, and content mastery (TPACK) into a single entity. One way to achieve learning goals that are in line with 21st century learning that is also a form of industrial revolution 4.0 is laboratory-based learning and integration of IT use in science learning. The purpose of this research is to find out the best formulation in the use of technology that can be considered in laboratory-based learning. Many options to implement the application of technology in laboratory-based learning including virtual lab, remote lab and MBL. This study used the Systematic Literature Review (SLR) method. It is used in this article will illustrate the advantages and disadvantages of each type of technology commonly used in science-based laboratory learning in the world. Therefore, the role of teacher / educator is important to design and select the right technology in building learners' knowledge. Based on the results of each analysis Technology (virtual lab, remote lab and MBL) is not perfect, it needs modification in order that the learning objectives, the use of technology and the local conditions can work optimally. Educators need to emphasize that what is more important is that learning activities are not located within the mastery of computer technology but in their educational practices.

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“…a commonly used term is classroom orchestration, which seems to highlight the complexity of teaching in today's digitized classroom. However, only a few studies from lower secondary school represent what seems to be the pervasive challenge across school levels and subjects: Classroom management in ICT environments requires (and may over time contribute to) a form of teacher resiliency that enables changes in pre-computer classroom strategies and pedagogy (Nielsen, Miller, & Hoban 2015), but teachers tend to stick to known and established teaching methods, despite being aware of the benefits of using ICT (Kretschmann 2015). Such a structure can contribute to a self-reinforcing spiral of preservation of old and familiar practices.…”

Section: Conceptual Frameworkmentioning

confidence: 99%