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Blankenship, Rebecca J.

doi:10.4018/978-1-7998-3292-8.ch004

Cited by 3 publications

(1 citation statement)

References 32 publications

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“…Set in Davao City, the fourth-year BSED (Bachelor of Secondary Education) Major in English students at the University of Mindanao-enrolled in the 2022-2023 academic yearcompleted the surveys. They fit the criteria of a supposed preservice English teacher who must be in a preparatory teaching program; hence they were the chosen respondents for the study [22]. Moreover, the preservice teachers from other fields of specialization in the university were the exclusion from this study, whereas the target inclusion was the preservice teachers who majored in English.…”

Section: Research Respondentsmentioning

confidence: 99%

ICT Engagement and Digital Competence of Preservice English Teachers

Radiamoda,

Ngo,

Budadong

et al. 2024

IJCER

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The study on ICT Engagement and Digital Competence of Preservice English Teachers was a descriptive correlational study conducted among 103 preservice English teachers at the University of Mindanao-Matina Campus, Davao City. This study aimed to identify the levels of ICT engagement and digital competence of preservice English teachers and examine the prevalent relationship between the variables. In gathering the data, this study adopted questionnaires and sampled the total population. The data collected were analyzed using mean, standard deviation, and Pearson's r correlation. Based on the findings, the preservice English teachers have a high level of ICT engagement and a very high level of digital competence. Moreover, the correlation between the variables is moderate, positive, and direct with r-value of 0.427, which suggests that ICT engagement is a construct of digital competence—the more regulated to engage in ICT a person is, the more competent they would become in using ICT. Moreover, the results specify that ICT-related training and support given to language teachers must revolve around troubleshooting digital issues and digital content creation. This study, as a whole, further explored, quantified, and discussed emerging interests in the role of technology in language education, addressing its empirical gap.

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Section: Research Respondentsmentioning

confidence: 99%

ICT Engagement and Digital Competence of Preservice English Teachers

Radiamoda,

Ngo,

Budadong

et al. 2024

IJCER

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New kid on the block? a conceptual systematic review of digital agency

et al. 2023

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The digitalisation of education has been emphasised over the last two decades, affecting and developing both the theories and practices of teaching and learning. Considering these developments, the need for addressing teachers’ and students’ digital competence has gained ground. In the last few years, the concept of digital agency has been noted in empirical and theoretical research – broadly focusing on the integration of information and communication technologies (ICT) in education. Nonetheless, how digital agency is understood and how it relates to the more established concept of digital competence remains unclear. To address this gap, we conducted a conceptual systematic review and examined the current state of the knowledge on digital agency. Specifically, we review the conceptualisations of digital agency, its underlying theoretical frameworks, and how it relates to digital competence and similar concepts. Database searches resulted in 32 publications, with the majority published in education and design journals and stemming from Scandinavian countries. Our findings show that out of 32 studies, only one aimed at defining digital agency explicitly. Nevertheless, for the last three years, digital agency has been more frequently used in the body of literature, emphasising the design and transformation of teaching and learning with technology towards a ‘new normal’ considering the post-pandemic era and lessons learned. Reviewing the extant body of knowledge on digital agency, we review the strengths and weaknesses of the concept and compare it to the more established notion of digital competence. Finally, we discuss implications for policy, research, and practice in education.

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Post-COVID Teaching and Learning of Religious Education in the Context of School Violence in South Africa

Dube

Segalo

2022

EHASS

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Informed by the Bricolage theory, the authors sought to interrogate the role of religious education in combating school violence in South Africa in the post-pandemic era. While COVID, in many arguments, has been seen as catastrophic to humankind, it has evoked a religious sense among people to enable them to confront vulnerability, which can be harnessed to mitigate school violence. Located in participatory action research, a qualitative approach was used to collect data from twelve participants within the Free State province, where purposive sampling was used. The authors responded to two questions: What are the instigators of school violence? How can religious studies mitigate school violence in South African schools? The paper found that while religious education is underplayed in the South African curriculum, it has an impetus to ignite morality among teachers and learners to address school violence. Based on the paper’s findings, the article argues that despite its shortfalls, religious education remains one of the pillars of enacting the missing ingredient of morality which has made schools unsafe havens for educational stakeholders. In light of this argument, the article recommends reconsidering religious education as a core subject in South Africa from a borderless curriculum angle. Keywords: Bricolage, Religious Studies, School violence, Morality, COVID-19, Sustainable learning and borderless curriculum

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Which Window Is Open?

Cited by 3 publications

References 32 publications

ICT Engagement and Digital Competence of Preservice English Teachers

ICT Engagement and Digital Competence of Preservice English Teachers

New kid on the block? a conceptual systematic review of digital agency

Post-COVID Teaching and Learning of Religious Education in the Context of School Violence in South Africa

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