The Relationship Between Teachers’ Perceived Classroom Management Abilities and Their Professional Digital Competence

Moltudal, Synnøve; Krumsvik, Rune Johan; Jones, Lise Øen; Eikeland, Ole‐Johan; Johnson, Burke

doi:10.16993/dfl.128

Cited by 28 publications

(16 citation statements)

References 31 publications

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“…The majority of the administrators stated that there is no available fund to support Alternative Delivery Mode as they plan the annual budget at the end of the preceding year or the very beginning of the year. A related study by a group of researchers stated in their conclusion that in a technology-rich classroom setting, the classroom management abilities of teachers and their digital competence come together (Moltudal et al, 2019). From another perspective, Ventayen and Orlanda (2018) showed that there was a positive attitude among graduate students towards open distance elearning.…”

Section: Resultsmentioning

confidence: 99%

Spearheading education during the COVID-19 rife: Administrators level of digital competence and schools readiness on distance learning

Asio¹

2021

JPSP

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The impact of the COVID-19 pandemic changed the course of delivering quality education to learners. This study analyzed the level of digital competence of school administrators, the readiness of schools, and perceived challenges on the delivery of distance learning. Using a descriptive research design, the researchers used an online survey to gather pertinent data for the study. Thirty-six (36) administrators took part in the online survey using universal sampling from a school division in the province of Bulacan, Philippines. The researchers created an online research instrument and subjected it to validation before the actual administration. After data gathering, the researchers encoded and tabulated the data. This study used the following statistical tools to analyze the data: frequency, percentage, and rank. The study found that the administrators have varied results on the aspect of digital competence based on the statistical analysis. In terms of school readiness on distance learning, the schools were not yet ready to implement a distance learning scheme. For the perceived challenges, internet connection/ connectivity is the primary concern. Other challenges involve preparation, competencies, funding, and devices for distance learning. Based on the result of the study, the researchers provided some essential recommendations for the administrators, teachers, and other stakeholders.

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Section: Resultsmentioning

confidence: 99%

Spearheading education during the COVID-19 rife: Administrators level of digital competence and schools readiness on distance learning

Asio¹

2021

JPSP

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“…In a number of studies classroom management has been found to be a key predictor of student success (Hattie 2009;Marquez et al, 2016) and in one of our recent studies we found a significant correlation between teachers' classroom management abilities and their digital competence (Moltudal et al, 2019). In this article we will examine this further in light of teachers' perceptions of Adaptive Learning Technology (ALT) in real life contexts.…”

Section: Introductionmentioning

confidence: 81%

“…Other studies indicate that teachers can use technology for their own "everyday survival," instead of facilitating learning (e.g., Gray et al, 2005;Shin, 2015). Generally, there seems to be a relationship between a teacher's digital competence and their CM skills and abilities (Moltudal et al, 2019), and professional development is emphasized as being important for educational integration of technology in a manner that benefit learners (Wang et al, 2014).…”

Section: Classroom Management: Actions and Strategies Which Supports ...mentioning

confidence: 99%

Adaptive Learning Technology in Primary Education: Implications for Professional Teacher Knowledge and Classroom Management

2022

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The aim of this study is to explore the introduction of Adaptive Learning Technology (ALT) and inherent Learning Analytics (LA) in the classroom management and professionalism of teachers in a primary education real-life context. ALT is characterized by an inherent opportunity to personalize curriculum and learning experiences for each individual learner and to support teacher-facilitated learning. In this mixed methods study, we explore upper-primary teachers understanding of ALT application in real-life context, and we take a closer look at their experiences with ALT in their own context and practice through three different methodological lenses. The study offers insight into how teachers think and reason as they integrate ALT in their practice and addresses advantages and disadvantages of using ALT technology in primary education learning ecologies. The study also aims to discuss some more general implications of applying ALT and LA in primary and secondary level learning ecologies and concludes that automated system affordances and constraints can create new challenges for teachers, which exceeds teachers’ digital competence and ability to make use of certain real and perceived affordances.

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“…Holmberg, 2014). Through a mixed-method study, Moltudal et al (2019) conclude that teachers' professional digital competence and how the teachers manage to use digital technology in teaching are closely attached. This is similar to a report by Ranieri et al (2017) on the European project Teachers' Professional Development on Digital and Media Literacy, which emphasizes the importance of a close relationship between teachers' existing competencies and the provided training programs.…”

Section: Previous Researchmentioning

confidence: 95%

Understanding L1 and L2 teachers’ talk about ‘digitalisation’

Magnusson¹

2022

L1-ESLL

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In Sweden, The Swedish national strategy for the digitalisation of the educational system has led to a vast number of projects. This study builds on material from a continuing professional development project among L1 and L2 teachers in Swedish on a local school level. The aim is to contribute to the understanding of how the teachers perceive the integration of digital technology in the educational practice by deconstructing their discussions in a Critical discourse analysis perspective. Research questions: 1) What perceptions about the integration of digital technology in the educational practice can be discerned? 2) How are these perceptions related to the teaching profession and the teaching of Swedish? and 3) How do the teachers build their understanding through the discussions? The study shows how a discourse of challenges dominates the teachers’ discussions and that the integration of digital technology in the educational practice is partly perceived as a threat to the teaching profession and, to some extent, the teaching of Swedish. A key finding is that in the way the discussions are enacted, ‘digitalisation’ becomes the reason for what happens. Consequently, the abstraction of ‘digitalisation’ seems to be a hindrance to the development work.

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The Relationship Between Teachers’ Perceived Classroom Management Abilities and Their Professional Digital Competence

Cited by 28 publications

References 31 publications

Spearheading education during the COVID-19 rife: Administrators level of digital competence and schools readiness on distance learning

Spearheading education during the COVID-19 rife: Administrators level of digital competence and schools readiness on distance learning

Adaptive Learning Technology in Primary Education: Implications for Professional Teacher Knowledge and Classroom Management

Understanding L1 and L2 teachers’ talk about ‘digitalisation’

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