High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?

Computers & Education, Journal Year: 2023, Volume and Issue: 199, P. 104788 - 104788

Published: March 22, 2023

During the COVID-19-related school closures teachers and students were challenged to suddenly switch digital teaching at a distance. In particular, challenge was organize high-quality in which stay on task. Familiarity with technology may have helped master situation. However, only few studies so far examined quality of distance (e.g., cognitive activation) during its relation students' learning effort investment). Moreover, systematic research concerning role familiarity technology-enhanced acquired face-to-face is yet lacking. our study, we used data from 729 ninth graders investigate how student-observed activities when using related two subjects (mathematics, German). addition, whether student-perceived activation mediated this relation. Finally, sample provides unique opportunity examine familiarity, as some classes had been randomly equipped tablet computers one year before thus gain classroom. Results structural equation models showed that associated both subjects. Student-perceived association. gained COVID-19 pandemic appeared be less important for teaching. Thus, infrastructural measures, such equipping schools devices can familiarize themselves technology, do not seem decisive (distance) teaching-at least case short-term change teaching, necessary pandemic.

Language: Английский

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Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions

Frontline Learning Research, Journal Year: 2024, Volume and Issue: 12(1), P. 1 - 15

Published: Jan. 11, 2024

Technology integration is regarded as a crucial and complex endeavour to enhance students’ learning prepare them participate in digital society. Although the research landscape on teachers’ technology vivid stimulating, an analytical model which synthesises different strands of antecedents (i.e., professional competences), processes outcomes integrated manner missing. That said, previous was often rather product-oriented ignored potential effects their achievement. To fill this gap, paper, we outline preliminary model, TPTI-model (teachers’ competence for integration), deliberately link perspectives competences, vision (processes) during teaching. Based TPTI-model, propose future directions, may allow gain better understanding teacher- student-related conditions well learning.

Language: Английский

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Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation

Zeitschrift für Erziehungswissenschaft, Journal Year: 2024, Volume and Issue: 27(3), P. 739 - 768

Published: May 9, 2024

Abstract Effective online teacher professional development (OPD) is crucial to support teachers. The effectiveness of OPD depends on teachers’ engagement. According offer-use models, engagement in relates the quality and motivation learn. However, whereas activities have increased recent years, especially during COVID-19 pandemic, findings importance learn for are scarce. We analyzed data from N = 593 teachers participating 61 courses. predictive power perceived (i.e., clarity structure, practical relevance, cognitive activation, collaboration) their behavioral, affective, were examined using structural equation modeling. used latent moderated equations gain insights into interaction effects between motivation. Our indicate that positively predicted When controlling quality, also behavioral but not affective interactions demonstrated different facets engagement, characteristics could compensate low For instance, opportunities collaboration can Implications practice (e.g., ensuring high-quality OPD) future directions research conducting longitudinal studies) field discussed.

Language: Английский

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Gender divides in teachers' readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared?

Computers & Education, Journal Year: 2023, Volume and Issue: 199, P. 104774 - 104774

Published: March 4, 2023

During the last years, "Great Online Transition" has brought to light large variation in teachers' readiness for online teaching and learning (OTL). Drawing from an international sample of 731 higher-education teachers, we examined gender differences OTL as a source this variation. Currently, field OTL, better evidence is needed understand associated dimensions effects on experiences perceptions readiness, provide support professional opportunities transitioning blended practice. To such evidence, first evaluated measurement bias measures found strong invariance. Second, quantified levels: Women reported higher cognitive activation practices (d = +0.15); men self-efficacy technological content knowledge −0.20). These were small, varied across constructs, due gap experience. Third, construct associations involving perceived institutional weaker women. improve quality, robustness, validity respective argue that studying divides needs consider bias, experience, associations.

Language: Английский

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Automated feedback on discourse moves: teachers’ perceived utility of a professional learning tool

Educational Technology Research and Development, Journal Year: 2024, Volume and Issue: 72(3), P. 1307 - 1329

Published: Jan. 9, 2024

Language: Английский

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Exploring the Potential of Self-Assessment for Teachers’ Development of ICT Competencies and Beliefs

Educational Evaluation and Policy Analysis, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 24, 2025

We evaluate the effects of an online self-assessment tool on teachers’ competencies and beliefs about information communication technologies (ICTs) in education. The causal impact is evaluated through a randomized encouragement design involving 7,391 lower secondary teachers across 11 European countries. Short-run estimates show that use led to critically revise their technology-enhanced teaching (−0.14 standard deviations [ SD]) ICT education (−0.35 SD), while no training found. are concentrated among top-end tail distribution pre-treatment outcomes. provide suggestive evidence feedback score provided by triggered such results providing negative shock.

Language: Английский

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Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility

Journal of Mathematics Teacher Education, Journal Year: 2025, Volume and Issue: unknown

Published: March 20, 2025

Language: Английский

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Perspectives of academic staff on artificial intelligence in higher education: exploring areas of relevance

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: March 26, 2025

Despite the recent increase in research on artificial intelligence education (AIED), studies investigating perspectives of academic staff and implications for future-oriented teaching at higher institutions remain scarce. This exploratory study provides initial insight into 112 by focusing three aspects considered relevant sustainable, age AI: instructional design, domain specificity, ethics. The results indicate that participants placed greatest importance AIED Furthermore, indicated a strong interest (mandatory) professional development AI more comprehensive institutional support. Faculty who perceived design as important were likely to use AI-based tools their practice. However, relevance specificity ethics did not predict tool integration, which suggests an intention–behavior gap warrants further investigation factors such literacy structural conditions education. findings may serve basis discussion adequate support services learning AI.

Language: Английский

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Teachers’ trajectories of technology integration during participation in an online professional development program

Zeitschrift für Erziehungswissenschaft, Journal Year: 2024, Volume and Issue: 27(3), P. 769 - 801

Published: May 21, 2024

Abstract Technology-related professional development (PD) is a crucial strategy to prepare and encourage teachers integrate technology into their teaching in high-quality way. During teachers’ participation technology-related PD, change processes occur from current desired status of technology-enhanced (TET). A higher probability disruption TET can be assumed during these processes. However, previous research on PD mainly based cross-sectional data that does not provide insight such (especially participation). In this study, we examined trajectories closely 3-month online (OPD). We conducted concurrent explanatory mixed-methods approach analyze longitudinal the first four weeks OPD, focusing 23 who completed weekly reflection diaries. Findings multilevel framework revealed most variances integration (i.e., frequency quality) motivation use for self-efficacy utility value) was due contextual factors. Using linear mixed-effects models, found statistically significant decrease quality over time. Analyses reflections extreme cases allowed us identify possible relevant characteristics related smoother TET: 1) one generic across lessons 2) ready-to-use domain-specific technology. Implications practice are discussed, as attention unintended side effects instructional phases OPD.

Language: Английский

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Automated Feedback Improves Teachers’ Questioning Quality in Brick-and-Mortar Classrooms: Opportunities for Further Enhancement

Computers & Education, Journal Year: 2024, Volume and Issue: unknown, P. 105183 - 105183

Published: Nov. 1, 2024

Language: Английский

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