Do prompts and strategy instruction contribute to pre-service teachers’ peer-feedback on technology-integration? DOI Creative Commons
Ulrike Franke, Iris Backfisch, Luisa Scherzinger

et al.

Educational Technology Research and Development, Journal Year: 2024, Volume and Issue: 72(6), P. 3117 - 3138

Published: Aug. 8, 2024

Abstract Peer feedback is regarded as playing a vital role in fostering preservice teachers’ noticing and reasoning skills during technology integration. However, novices particular (e.g., pre-service teachers) tend to provide rather superficial feedback, which does not necessarily contribute professional development. Against this background, we developed an online video-annotation tool, LiveFeedback + , allows for providing peer on the quality of integration microteachings fine-grained manner. Applying design-based research approach (2 design cycles, N = 42 teachers, quasi-experimental interrupted time-series design), investigated whether addition prompts (Cycle 1) strategy instruction combined with 2) contributed feedback. Contrary our predictions, piecewise regressions demonstrated that teachers provided more comments praise fewer substantial problem identification solutions when were available. explicitly instructed use, could be enhanced some extent, less diagnosis was These findings suggest models adequate strategies based can help overcome mediation deficits technology-based settings.

Language: Английский

Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education DOI Creative Commons
Michael Sailer, Rebecca Maier, Sonja Berger

et al.

Learning and Individual Differences, Journal Year: 2024, Volume and Issue: 112, P. 102446 - 102446

Published: April 18, 2024

Models such as ICAP hypothesize that effects of technology-enhanced learning (TEL) are mediated by the activity is facilitated technology. In this systematic review meta-analyses and second-order meta-analysis, we examined instruction with versus without digital technology in higher education while considering students' activities nontechnology conditions. Based on NES = 45 eligible from NMA 28 (that include Nprimary 1286 effect sizes primary studies), our results showed when was used a substitute for instruction, there no substantial change cognitive outcomes. However, outcomes improved provided learning-activity-specific support. Further, technologies offered more advanced resulted students. Our indicate TEL study highlights relevance how during education. Specifically, supports two proposed mechanisms effective TEL, (a) enhancing ICAP-level (b) facilitating specific underlying processes through Thus, consideration individual differences crucial can influence empirical studies well meta-analyses. For practice, imply promoting engagement all learners active forms (particularly constructive interactive activities) help foster Additionally, incorporating support (e.g., scaffolding, feedback, sequencing) its learning.

Language: Английский

Citations

14
Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments DOI Creative Commons
Armin Fabian, Tim Fütterer, Iris Backfisch

et al.

Computers & Education, Journal Year: 2024, Volume and Issue: 217, P. 105040 - 105040

Published: March 18, 2024

Against the backdrop of digitalization, it is imperative to provide pre-service teachers with adequate training opportunities foster their professional knowledge regarding technology integration in teaching-learning situations. However, date, only limited insights into empirical nature such – often subsumed under term Technological Pedagogical and Content Knowledge (i.e., TPCK) are possible given heterogeneity prior research investigating relationship between different components. This likely due predominant use self-reports previous studies. this background, present study pursued two goals. The first goal was investigate TPCK among teachers, utilizing test-based instruments explore TPCK's from a subject-specific angle, that is, its (PCK) (TK). Given widespread self-reports, study's second examine self-reported TPCK, exploring associated factors (e.g., teachers' gender, experience teaching technologies school, or metacognitive accuracy) may explain why both measures linked weakly. Findings reveal PCK TK statistically predicted similar extent highlighting integrated TPCK. moderated by accuracy, but not gender experience. Together, these offer valuable guidance for refining teacher effective indicating need target also

Language: Английский

Citations

5
Ecological Analysis of Technology Use Among Children in Collaborative Design Contexts DOI Creative Commons
Dhvani Toprani, Marcela Borge

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(2)

Published: Feb. 8, 2025

ABSTRACT Background In this paper, we extend findings from previous iterations of a design‐based project called ThinkerSpaces design studios that promotes human‐centred among children. is play‐based afterschool club follows principles embedded by prioritising learner agency, exploration and ongoing reflection for the purpose improvement. Methods study, wanted to examine difference in collaborative interactions across different technological conditions learning outcomes these provided. Thus, created three comparative technology conditions, is, physical, screen mixed technologies, each which represented environment dominated particular kind technology. We ran sections vary control when introduced them. use mixed‐methods approach analyse data capture distinct aspects ecology understand following questions: (RQ1) How do differ as young learners engage with technologies; (RQ2) What does productive unproductive talk looked like what opportunities they provide. Our population included 36 third seventh grade enrolled section. Learners were placed into four triads section period 14–18 weeks. Findings found physical technologies produced most talk, followed condition. Screen‐based talk. However, further investigated discovered supported forms agency creativity facilitated learners' ability develop digital fluency. Students also learned how regulate activity around propose changes integration approaches teaching learning. Contribution end paper proposing collective framework helps facilitators environments promote process integration.

Language: Английский

Citations

0
From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration DOI Creative Commons
Thomas Schubatzky, Jan‐Philipp Burde, Rike Große-Heilmann

et al.

Computers and Education Open, Journal Year: 2025, Volume and Issue: unknown, P. 100246 - 100246

Published: March 1, 2025

Language: Английский

Citations

0
Teachers’ trajectories of technology integration during participation in an online professional development program DOI Creative Commons
Tim Fütterer, Iris Backfisch, Andreas Lachner

et al.

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

Citations

4
Feasibility of adaptive teaching with technology: Which implementation conditions matter? DOI Creative Commons
Leonie Sibley, Andreas Lachner,

Christine Plicht

et al.

Computers & Education, Journal Year: 2024, Volume and Issue: 219, P. 105108 - 105108

Published: July 2, 2024

Adaptive teaching is regarded to address students' heterogeneity in schools and individually support their learning. Technology may help teach adaptively. However, it still unclear whether realizing adaptive with technology a feasible practice real-world classrooms. More importantly, an open question which boundary conditions constrain the feasibility of technology. We realized four-year co-design-project researchers teachers co-constructively developed units (duration: 3–4 weeks) by deliberately integrating across secondary education. To assess technology-enhanced teaching, we followed sequential-explanatory mixed-methods approach during co-design-process. combined quantitative study (N = 183), investigating learning gains potential moderators, qualitative means semi-structured teacher interviews 3) on implementation units. observed that were particularly beneficial for students low prior knowledge when they highly needs. Fine-grained findings indicated formative assessments consolidation phases crucial as well parsimonious use technologies. These indicate depends conditions, highlighting need further unfold teaching.

Language: Английский

Citations

4
Exploring Innovative Theoretical Frameworks for Understanding EFL Teachers' Intention to Teach With Technology: A Comparative Study DOI
Afif Ikhwanul Muslimin, Nur Mukminatien, Francisca Maria Ivone

et al.

TESOL Journal, Journal Year: 2025, Volume and Issue: 16(2)

Published: March 29, 2025

ABSTRACT This study investigated the factors influencing English as a Foreign Language (EFL) teachers' intention to teach with technology (IT2) by exploring innovative theoretical frameworks. Drawing upon Technology Acceptance Model (TAM), Unified Theory of and Use (UTAUT), Teacher Integration Framework (TTIF), this research proposes comprehensive model understand complex interplay between personal, technological, contextual affecting EFL use technology. The employed mixed‐methods design administering quantitative surveys qualitative interviews teachers teaching in two distinct contexts: resource‐limited context (LRC) resource‐rich (RRC) Indonesia. results showed that all from compared frameworks affected participants, albeit differing scores levels LRC RRC. Subsequently, investigation proposed an empirical data‐based IT2 framework is adaptable adoptable for future research. Hence, underscores importance taking approach investigate any topic provides recommendations educational institutions policymakers.

Language: Английский

Citations

0
TPACK in Action: Contextual Effects of Pre-Service and In-Service Teachers’ Knowledge Structures for Technology Integration DOI Creative Commons
Franziska Tschönhens, Iris Backfisch, Tim Fütterer

et al.

Computers and Education Open, Journal Year: 2024, Volume and Issue: 7, P. 100219 - 100219

Published: Sept. 7, 2024

Language: Английский

Citations

1
Toward a new model for the successful implementation of information and communication technologies in education DOI Creative Commons

Latifa Lamalif,

Mounia Machkour,

Sophia Faris

et al.

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: Sept. 25, 2024

The design of our Information and Communication Technologies for Education (ICT4E) implementation model highlights its adaptability to local realities, considering available resources, existing technological infrastructures, the specific needs learners. However, it is crucial recognize that inherent variability educational contexts resource constraints can present challenges a generalized application model. In addition, rapid pace change have an impact on ongoing training teachers, requiring constant vigilance maintain relevance their pedagogical skills. Despite these challenges, stands out adaptable approach, encouraging adjustments respond effectively diversity environments. prospect research innovation, promotion interdisciplinary collaboration adoption holistic evaluation are essential strategies strengthening robustness imperative remain attentive ethical considerations, issue equity inclusion, long-term integrating ICT into education. Ultimately, aspires be balanced solution, aware open developments needed ensure harmonious optimal integration today’s landscape.

Language: Английский

Citations

1
Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning DOI Creative Commons
Tessa Consoli, Maria-Luisa Schmitz, Chiara Antonietti

et al.

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 29, 2024

Abstract Despite extensive research on technology's potential to enhance teaching, large-scale studies often report mixed or negative impacts of technology use at school student learning achievements. This ambiguity is attributed previous focusing more the frequency rather than quality integration in classroom. To further investigate this issue, our study developed Technology Integration Quality Scale (TIQS) measure students' perceptions across different dimensions teaching quality: support for learning, classroom management, individualized and cognitive activation. Using a sample 2,281 students from 29 upper secondary schools Switzerland, we validated TIQS through exploratory confirmatory factor analyses. We also employed cluster-robust structural equation modelling examine how both perceived predict students’ self-assessed digital competencies behavioral engagement learning. The results show that explains considerably variance promoting However, competencies, quantity substantial amount variance. By simultaneously considering multiple quality, two output variables, contributes existing by offering nuanced perspective impact integration. Furthermore, interaction effects between independent variables highlight need explore relationships which could contribute development theory generic .

Language: Английский

Citations

1