What should teacher educators know about technology? Perspectives and self-assessments

Carpenter, Jeffrey P.; Rosenberg, Joshua M.; Dousay, Tonia A.; Romero-Hall, Enilda; Trust, Torrey; Kessler, Aaron; Phillips, Michael; Morrison, Scott; Fischer, Christian; Krutka, Daniel G.

doi:10.1016/j.tate.2020.103124

Cited by 52 publications

(37 citation statements)

References 50 publications

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“…In Chile, the use of technologies in education has increased considerably, responding to changes in society, and technologies are used both for the learning and teaching processes [24,25]. Once information and communication technologies (ICT) are incorporated, schools are forced to consider changes at all levels and integrate a more efficient use of ICT by teacher educators, pre-service teachers and in-service teachers [26].…”

Section: Attention To Diversity and Technologymentioning

confidence: 99%

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

2020

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Virtual reality has impacted education, where progressively more educational institutions consider its inclusion. The research problem derives from the need to study the educational possibilities provided by integrating augmented reality into the curriculum, and its effect on academic achievement in a diverse class, specifically in the chemistry subject. This study examines 60 school-age participants with and without special educational needs, and addresses three overarching questions: (a) Would integrating augmented reality (AR) technology result in better academic achievement? (b) Would knowledge be retained longer by using AR? (c) Is there any relationship between academic achievement, acceptance and motivation regarding the use of this technology? Embracing the socio-constructivist theory of learning and collaborative and immersive learning as a framework, this study was carried out using a quantitative approach and a pre-experimental design. The AR VR Molecules Editor application was used in chemistry lessons. Main results showed significant immediate academic achievement and content retention. Despite classroom diversity, immersive technologies enhance students’ learning regardless of whether they have special educational needs (SEN) or not. They also acknowledge that AR is a suitable sustainable technology that may foster social and cognitive justice and inclusive education, and train students that are equally prepared for the dynamic future.

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Section: Attention To Diversity and Technologymentioning

confidence: 99%

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

2020

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“…While the item with the lowest tendency of the academics was "I share the locations of my visit," the item they showed the highest tendency was "Using Information-Communication Technologies in learning environments is more motivating." It can be said that academics have a low tendency to share location because they have a desire to use technology appropriately and in line with the purpose (Barron et al, 2001;Carpenter et al, 2020). The high tendency to use technology in learning environments may result from the fact that they see technology integration in the field of education as an indispensable element of our lives (Bauer & Kenton, 2005;Guillén-G|mez & Mayorga-Fern|ndez, 2020;Ng, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…It goes without saying that being capable of using technologies both in a meaningful and purposeful fashion for academic and scientific purposes is amongst those critical skills (Carpenter et al, 2020). It is underlined that digital literacy is highly important for everyone in higher education institutions and that the academy must address incorporating digital literacy as a core, foundational competency (Murray & Pérez, 2014, p.85).…”

Section: Introductionmentioning

confidence: 99%

Exploring Digital Literacy Levels and Technology Integration Competence of Turkish Academics

Ayyıldız¹,

Yılmaz²,

Baltaci³

2021

INT J EDUC METHODOL

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<p style="text-align:justify">Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21<sup>st</sup> century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.</p>

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“…The educational role for teachers supports their professional work (Instefjord & Munthe, 2017). In this case, teachers realize the importance of various competencies to support their work (Carpenter et al, 2020). In this case, the teachers understand the perspective of mastering technology personally and professionally (Rubach & Lazarides, 2021).…”

Section: Findings and Discussionmentioning

confidence: 99%

Teacher Professional Development Needs in Using Digital Technology for Quality of Education

Maimun

Hakim

2021

AIJP

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The research aims to obtain the professional development model needs of teachers in mastering digital technology to improve the quality of education. Technology development in education has forced all parties to integrate various educational activities according to current conditions. The research method used mixed research involving qualitative and quantitative data analysis. Data were collected through a survey which was completed with observation and interviews. Analysis of qualitative data is in the form of narrative through data reduction, data presentation, and concluding stages. In contrast, quantitative data is the result of digital technology needs presented in percentages. The analysis results show that digital technology is still not fully used in teaching and learning activities. This also impacts teachers' understanding of the technology application model in schools and students' achievement.

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What should teacher educators know about technology? Perspectives and self-assessments

Cited by 52 publications

References 50 publications

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

Exploring Digital Literacy Levels and Technology Integration Competence of Turkish Academics

Teacher Professional Development Needs in Using Digital Technology for Quality of Education

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