Supporting Mobile Instructional Design with CSAM

Power, Robert

doi:10.1007/978-981-10-6144-8_12

Cited by 3 publications

(12 citation statements)

References 8 publications

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“…Previous research focusing on adopting mobile learning technologies and pedagogies indicated that educators are likelier to adopt innovative practices if they perceive a sense of self-efficacy with pedagogical approaches (Power, 2015(Power, , 2018aPower et al, 2016). Faculty need to feel comfortable with the content and pedagogical knowledge before developing the technological expertise necessary to become thoroughly competent (Cavanaugh et al, 2013;Finger et al, 2010;Koehler & Mishra, 2006, 2008Power, 2015Power, , 2018aPower, , 2018bPower et al, 2016;tpack.org, 2021). This research also tells us that faculty's willingness to innovate with new technologies and approaches can be enhanced if they have a strong support network that includes organizational leadership, technology-based support, and a collegial community of practice (Power, 2015(Power, , 2018aPower et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite the novelty of the context, educators must overcome the "perceived ease of use" to successfully transition to online teaching. Power (2018b) discusses the impacts of targeted professional development and access to knowledgeable peers and communities of practice on educators' progression through TAM. These factors, explored through the lens of the Technological-Pedagogical and Content Knowledge (TPACK) model, are presented in Figure 3 (Cavanaugh et al, 2013;Finger et al, 2010;Koehler & Mishra, 2006, 2008Power, 2015Power, , 2018aPower, , 2018bPower et al, 2016;tpack.org, 2021).…”

Section: Supporting Faculty To Integrate Digital Tools and Pedagogiesmentioning

confidence: 99%

“…Power (2018b) discusses the impacts of targeted professional development and access to knowledgeable peers and communities of practice on educators' progression through TAM. These factors, explored through the lens of the Technological-Pedagogical and Content Knowledge (TPACK) model, are presented in Figure 3 (Cavanaugh et al, 2013;Finger et al, 2010;Koehler & Mishra, 2006, 2008Power, 2015Power, , 2018aPower, , 2018bPower et al, 2016;tpack.org, 2021). Power & Kay Power (2018b) notes that educators already perceive self-efficacy in teaching content areas.…”

Section: Supporting Faculty To Integrate Digital Tools and Pedagogiesmentioning

confidence: 99%

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Higher Education Faculty Supports for to the Transition to Online Teaching during the COVID-19 Pandemic

Power

Kay

2023

JEdInfo

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Canadian higher education institutions closed physical campuses in early 2020. It transitioned to online teaching and student service delivery because of the COVID-19 pandemic. For many faculty members and institutions unfamiliar with online teaching, this transition meant widespread innovation in digital technologies and pedagogical practices. While necessity created a perception of the usefulness of digital tools, faculty still needed to develop their technical skills and online teaching approaches. This research study found that faculty from two Canadian universities drew upon a combination of formal and informal support networks and resources to increase their technological self-efficacy. Faculty also found that formal professional development was most helpful when it focused on online teaching approaches rather than specific technical functionality. The barriers to innovation and changes to faculty use of digital tools and pedagogies point to recommendations for higher education institutions that must transition to online delivery.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Supporting Faculty To Integrate Digital Tools and Pedagogiesmentioning

confidence: 99%

Section: Supporting Faculty To Integrate Digital Tools and Pedagogiesmentioning

confidence: 99%

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Higher Education Faculty Supports for to the Transition to Online Teaching during the COVID-19 Pandemic

Power

Kay

2023

JEdInfo

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“…Drawing upon the Technology Acceptance Model (Davis, 1989) and the Technology, Pedagogy, and Content Knowledge Model (Cavanaugh et al, 2013;Finger et al, 2010;Koehler & Mishra, 2006, 2008Power et al, 2016;tpack.org, 2021), Power (2015Power ( , 2018aPower ( , 2018b reported that educators increase their confidence with technology-specific skills through informal support networks, communities of practice, and curated just-in-time resources. Furthermore, participation in formal professional development focused on instructional approaches can increase the willingness of higher education faculty to innovate 12 with technology (Power, 2015(Power, , 2018a(Power, , 2018b. Finally, pedagogical innovations that reduce transactional distance (Moore, 1989(Moore, , 1991 promote the establishment of Communities of Inquiry and draw upon the principles of Universal Design for Learning (Power, 2015(Power, , 2018a(Power, , 2018b.…”

Section: Supporting Faculty Learningmentioning

confidence: 99%

“…Furthermore, participation in formal professional development focused on instructional approaches can increase the willingness of higher education faculty to innovate 12 with technology (Power, 2015(Power, , 2018a(Power, , 2018b. Finally, pedagogical innovations that reduce transactional distance (Moore, 1989(Moore, , 1991 promote the establishment of Communities of Inquiry and draw upon the principles of Universal Design for Learning (Power, 2015(Power, , 2018a(Power, , 2018b.…”

Section: Supporting Faculty Learningmentioning

confidence: 99%

The Effects of COVID-19 on Higher-Education Teaching Practices

Power,

Kay,

Craig

2023

IJEDE

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In 2020, Canadian higher education institutions shifted to online teaching due to the COVID-19 pandemic. While many instructors were unfamiliar with online teaching, this transition resulted in widespread innovation in the use of digital technologies and pedagogical practices. This research study focused on the significant impact of the shift to online teaching on three areas: digital tools use, immediate teaching practice, and future teaching practice. Data from 35 survey respondents and six focus group participants indicated that most instructors were comfortable with the new tools they used online, but experienced specific challenges with breakout rooms and students understanding their role in the learning process. Specific changes in immediate teaching practice included co-creating learning spaces, different ways of connecting with students, and the democratization of learning. Perhaps the most significant impact of the COVID-19 transition period was on future in-person teaching including increased use of digital tools, structural reorganization of classes, enthusiasm for teaching, and an increased appreciation for in-person environments. Keywords: community of inquiry, communities-of-practice, COVID-19, diffusion of innovation, digital innovation, faculty supports, fully online learning community, online teaching, pandemic, professional development, TAM, TPACK, transactional distance theory, UDL, universal design for learning Les effets de la COVID-19 sur les pratiques pédagogiques dans l’enseignement supérieur Résumé : En 2020, les établissements d'enseignement supérieur canadiens sont passés à l'enseignement en ligne en raison de la pandémie de COVID-19. Alors que de nombreux enseignants n'étaient pas habitués à l'enseignement en ligne, cette transition a donné lieu à de nombreuses innovations concernant l'utilisation des technologies numériques et les pratiques pédagogiques. Cette recherche s'est centrée sur l'impact notable du passage à l'enseignement en ligne dans trois domaines : l'utilisation des outils numériques, la pratique immédiate de l'enseignement et la pratique future de l'enseignement. Les données issues de 35 réponses à un questionnaire et de six groupes de discussion ont montré que la plupart des enseignants étaient à l'aise avec les nouveaux outils qu'ils utilisaient en ligne, mais qu'ils rencontraient des difficultés particulières avec les salles de réunion et la compréhension par les étudiants de leur rôle dans le processus d'apprentissage. Les changements apportés à la pratique immédiate de l'enseignement comprenaient la co-création d'espaces d'apprentissage, différentes façons de se connecter avec les étudiants et la démocratisation de l'apprentissage. L'impact le plus important de la période de transition relative à la COVID-19 est peut-être celui concernant l'avenir de l'enseignement en classe, notamment l'utilisation accrue des outils numériques, la réorganisation structurelle des classes, l'enthousiasme pour l'enseignement et l'appréciation accrue des environnements présentiels. Mots-clés : Communauté d'enquête, communautés de pratique, COVID-19, diffusion de l'innovation, innovation numérique, soutien aux enseignants, communauté d'apprentissage entièrement en ligne, enseignement en ligne, pandémie, développement professionnel, TAM, TPACK, théorie de la distance transactionnelle, UDL, conception universelle de l'apprentissage

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