The Scholarship of Teaching and Learning and the History Classroom

Casper, Scott E.

doi:10.1093/jahist/jaq049

Cited by 3 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings point to the fact that pre-service teachers are in a transit phase from digital immigrants to digital natives (Prensky 2001). Ten years ago Lei (2009) has pointed out that digital immigrants preservice teachers lack the knowledge, skills, and experiences necessary to integrate technology into classrooms, so that it assists them in their teaching, and helps their students in their learning. The fact that teachers fully recognize the importance of doing so, may suggest that noticeable changes should have been perceived a decade later.…”

Section: Procedure/information Collection and Participantsmentioning

confidence: 94%

Pre-service teacher’s self-perception of digital literacy: The case of Israel

Peled

2020

Educ Inf Technol

View full text Add to dashboard Cite

Teachers provide society with literacy needs. They instruct students to acquire the essential skills and competencies required for a successful social integration. Thus, the need to identify digital readiness in teachers. The purpose of this study is to assess the level of digital literacies and digital readiness of students majoring in education. The research method includes a questionnaire comprising 54 items. The sample consists of 1265 students. The results show that more than half of the participants report an overall high level of literacy in all areas. Their sense of readiness for teamwork and their ethical readiness is high. Nonetheless, a low sense of readiness is found in a first and advanced order of readiness. The practical implications of these findings are crucial, as they can assist faculty and educational policymakers identify the strengths and weaknesses of students’ digital literacies.

show abstract

Section: Procedure/information Collection and Participantsmentioning

confidence: 94%

Pre-service teacher’s self-perception of digital literacy: The case of Israel

Peled

2020

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

Disrupting the Dream: Teaching Civil Rights History at a Twenty-First Century Community College

Schultz

2016

Education, Equity, Economy

View full text Add to dashboard Cite

Using a SoTL Framework and Disciplinary Context to Sketch Teaching and Learning Research

Hai-Jew

2020

Advances in Educational Technologies and Instructional Design

View full text Add to dashboard Cite

The Scholarship of Teaching and Learning (SoTL) enables ways to improve teaching in various disciplinary contexts, in higher education; this framework begins with measures of what learners actually learn in a formal course and identifies ways to improve the teaching. The SoTL framework was used to inform part of a recent grant application for a multi-institution, multi-year research project in the soil sciences. Using SoTL for projected grant-funded work involved the following, an in-depth exploration of the literature a light exploration of the local context (soil science and agronomy) variations on traditional SoTL (and innovative thinking from educational research) pragmatics and practical planning, frugal budget planning to inform a general sense of direction, with the details to be filled in later (if funded). This work suggests the importance of studying a framework in depth but applying it lightly to enable riffing in new directions.

show abstract

The Scholarship of Teaching and Learning and the History Classroom

Cited by 3 publications

References 1 publication

Pre-service teacher’s self-perception of digital literacy: The case of Israel

Pre-service teacher’s self-perception of digital literacy: The case of Israel

Disrupting the Dream: Teaching Civil Rights History at a Twenty-First Century Community College

Using a SoTL Framework and Disciplinary Context to Sketch Teaching and Learning Research

Contact Info

Product

Resources

About