TPACK in Context: An Updated Model

Computers and Education Open, Год журнала: 2025, Номер unknown, С. 100244 - 100244

Опубликована: Янв. 1, 2025

Язык: Английский

---

Teaching technology to young learners: teachers’ individual competencies

International Journal of Technology and Design Education, Год журнала: 2025, Номер unknown

Опубликована: Март 14, 2025

Язык: Английский

---

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

Frontiers in Education, Год журнала: 2025, Номер 10

Опубликована: Март 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.

Язык: Английский

---

Situating technology teachers’ personal PCK: an investigation of the material preconditions for technology education in Sweden

International Journal of Technology and Design Education, Год журнала: 2025, Номер unknown

Опубликована: Март 29, 2025

Язык: Английский

---

Evaluating computer science teaching competence: teachers’ self-efficacy and professional development

Discover Education, Год журнала: 2024, Номер 3(1)

Опубликована: Ноя. 29, 2024

Evaluating computer science (CS) teacher competencies is crucial for advancing CS education. This study aims to develop and evaluate a self-efficacy assessment tool teaching competence among 1412 teachers nationwide in Thailand. Using structural equation modeling, the validity of was examined across four domains: Content Knowledge Skills (CK), Instructional Design (ID), Classroom Management (CM), Professional Development (PD). The results demonstrated good model fit (CFI = 0.95, TLI PNFI 0.85, RMSEA 0.08, SRMR 0.02, GFI 0.97). Significant differences were observed domains with medium effect size (χ2(3) 1233.26, p < .001, w 0.29), highest PD, followed by CM, CK, ID. Teachers their 30 s showed greater confidence while those 5–9 years experience exhibited overall self-efficacy. Secondary school expressed more ID PD than primary teachers. Additionally, smaller schools, categorized number students, reported significantly lower CK (p .01), CM .01) larger schools. These findings highlight need specific continuing programs address improve quality education

Язык: Английский

---

The DTALE Model: Designing Digital and Physical Spaces for Integrated Learning Environments

Technology Knowledge and Learning, Год журнала: 2024, Номер 29(4), С. 1767 - 1789

Опубликована: Окт. 18, 2024

Abstract Despite the widely recognised impact of both digital and physical spaces as active contributors to teaching learning processes, relatively little is known about environment. Furthermore, it time explore interplay between these two spaces. Therefore, we proposed employing a holistic approach develop new conceptual model for Designing Teaching Learning Environments (DTALE). To do this, paper presents first critical review research literature underpinning environments, with particular interest in integration spaces, DTALE model. In second step, has been developed validated by applying existing cases from different contexts. Based on study’s findings, outline implications theory practice. Limitations suggestions future are also included.

Язык: Английский

---

Collaboration, Connection, & Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education

Online Learning, Год журнала: 2024, Номер 28(3)

Опубликована: Сен. 1, 2024

Teaching and learning online is an increasingly important aspect of higher education, especially post-Covid-19. Previous studies have shown a relationship between Technological Pedagogical Content Knowledge (TPACK) teaching efficacy student success. However, the contextual factors impacting TPACK not been adequately explored. The purpose this quantitative study was to determine if factor institutional culture impacts among education faculty at institutions in Southeastern United States as well what extent specific dimensions affect levels. Data were collected using anonymous survey that shared with potential participants through email social media. analyzed SPSS software multiple linear regression model significance independent variables, seven culture, dependent variable, TPACK. Results indicated found two individual elements 1) collaboration team 2) connection organization its environment, These findings indicate administrators should focus efforts on creating opportunities for engage professional development move beyond siloed work collaborative projects. Administrators also ensure institution connected local, regional, global community aligned goals needs establishing connect globally. Future research exploring aspects may impact quality teaching.

Язык: Английский

---

Placing TPACK in Context: Looking at the Big Picture

Computers and Education Open, Год журнала: 2024, Номер unknown, С. 100236 - 100236

Опубликована: Дек. 1, 2024

Язык: Английский

---