Teachers' Professional Development for the Technology-Enhanced Classroom in the School of Tomorrow

Hansson, Henrik

doi:10.2304/elea.2006.3.4.552

Cited by 6 publications

(2 citation statements)

References 5 publications

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“…Moreover, teacher professional development is more challenging in the technologically advanced era. As educational technology plays an important role in learning management, teachers need to upgrade their skills in managing classes considering both instructional and learner factors (Hansson, 2006). They need to consider the nature of learners of the new generation who have grown up with the devices such as computers, the internet, and smartphones.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Digital Citizenship Self-efficacy of Pre-service Teachers

Sakorn

2022

JEI

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In this study, we aim to assess pre-service teachers’ self-efficacy in using computer technology in the digital era as digital citizens. Briefly, students in the Faculty of Education were asked how they perceive computers and technology as a tool in life, education, and future careers. The samples were 615 pre-service teachers selected by Yamane’s method in sample selection from the population of 3093 students in the Faculty of Education, Rajabhat Maha Sarakham University, Thailand. The samples were 1-5th year student teachers from 20 majors in the faculty. The samples were from middle to upper-middle-income families considering the public status of the university with the tuition fee of around 350-400 USD a semester. The sole instrument of the study was a questionnaire with the purpose to investigate computer self-efficacy as digital citizens of the samples. The data were collected in 2020 via an online questionnaire and analyzed by percentage, mean score, standard deviation, t-test, and one-way ANOVA. The results of the study lead to an explanation of the nature of prospective teachers’ beliefs and willingness to develop themselves as a member of the post-digital world, a place where a blurred area of virtual and authentic exist and affect people's lives. It shows that pre-service teachers of a certain socio-economy group had a high level of digital citizenship self-efficacy.

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Section: Introductionmentioning

confidence: 99%

Assessing the Digital Citizenship Self-efficacy of Pre-service Teachers

Sakorn

2022

JEI

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“…Historically, teacher professional learning with digital technologies has concentrated on developing technical and operational knowledge of digital devices, infrastructure and software, with the aim of supporting their 'integration' into classroom curriculum (Hansson, 2006). However, limitations to the effectiveness of this approach have been identified in studies dating back to the earliest days of so-called 'educational computing' (e.g., Ward, 2003).…”

Section: Discussionmentioning

confidence: 99%

Twelve years of iPads and apps in schools: What conditions support effective practices in K-6 classrooms?

Falloon

2023

Front. Educ.

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Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of, mobile technologies in classroom curriculum. In many schools, concurrent to these initiatives have been improvements in technology infrastructure, including upgrades to external connectivity via the advent of high-speed fibre-based broadband, and internally through the establishment of school wifi networks and associated online security systems. Aligned with these developments has been a growing body of research exploring how teachers at all levels of education systems have incorporated these new resources into their curriculum, and examining what, if any, benefits have resulted. This article is an analysis of key findings from four published studies undertaken by the author between 2015 and 2021 in New Zealand K-6 schools, to build understanding of factors that contributed to the effective practices with mobile devices witnessed in the research classrooms. While numerous separate studies have been undertaken exploring specific outcomes from the use of iPads and other mobile technologies in different educational contexts, the analysis presented in this article attempts to identify common factors existing across four purposively selected studies, that contributed to their success. The studies were deliberately chosen to provide a broad overview of applications of this technology in different K-6 classrooms for different purposes, supporting deeper understanding of the factors that underpin effective teaching and learning with and through mobile devices, in schools. This is important, as it builds knowledge of the fundamental foundations to effective educational use of mobile devices, regardless of the learning context in which they are used, and could assist teachers in designing, implementing and assessing curricular that optimises the learning potential of these devices.

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Integrating ICT into College English: An implementation study of a national reform

McGrath

2011

Educ Inf Technol

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This paper describes a mixed-methods case study of a national reform of College English teaching in China which called for the integration of ICT (information and communication technology) into English classroom teaching and self-access learning. The study examined ICT implementation of the national reform in a specific tertiary institution from the perspectives of ICT use in language education and ICT-related policies and practices for EFL (English as a Foreign Language) teachers. The findings indicated that the reform had represented a challenge for teachers, who were expected to adapt to technologically-enhanced teaching materials, embrace student-centred classroom teaching and guide students' autonomous learning in ICT settings. Constraints included insufficient ICT facilities, teachers' limited ICT skills and pedagogic expertise; and lack of effective communication networks and inadequate technical support and ICT-related training also hindered the smooth ICT implementation of the reform. Implications for national and institutional policy-making are discussed.

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Teachers' Professional Development for the Technology-Enhanced Classroom in the School of Tomorrow

Cited by 6 publications

References 5 publications

Assessing the Digital Citizenship Self-efficacy of Pre-service Teachers

Assessing the Digital Citizenship Self-efficacy of Pre-service Teachers

Twelve years of iPads and apps in schools: What conditions support effective practices in K-6 classrooms?

Integrating ICT into College English: An implementation study of a national reform

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