Self-assessments, attitudes, and motivational orientations towards the use of digital media in teaching a comparison between student teachers of different subject clusters DOI Creative Commons
Marcus Brändle,

Christina Sotiriadou,

Bernd Zinn

и другие.

Heliyon, Год журнала: 2023, Номер 9(9), С. e19516 - e19516

Опубликована: Авг. 30, 2023

Findings from research on the education of teachers show that student lack competence in utilization digital media and often fail to see added value using concepts classrooms. Teacher training institutions are faced with central challenge providing adaptive learning opportunities for their areas. In context various teaching subjects, this raises questions about specific starting points actual needs students, as well university course offerings. The present study tackles topic explores commonalities differences between three subject clusters: science, technology, engineering, mathematics (STEM); language literature arts (LLA); social sciences (SOCS). questionnaire-based examines teachers' self-assessments abilities terms media, attitudes, motivational orientations towards use teaching. Group comparisons STEM rate themselves better facets such technological knowledge, content pedagogical although attitudes motivation do not differ. Despite different interrelation effects investigated influencing factors depending clusters, findings suggest promotion competencies positive increase motivation.

Язык: Английский

Uso de la tecnología por orientadores costarricenses: recursos, capacitación y factores demográficos DOI Creative Commons
José Antonio García-Martínez,

Dana Angélica Navarro-Bonilla,

Daniela Morera-Ulate

и другие.

Revista Científica Epistemia, Год журнала: 2025, Номер 9, С. e2866 - e2866

Опубликована: Янв. 1, 2025

The integration of Information and Communication Technologies (ICT) in education is essential for enhancing the various processes involved, educational Guidance no exception. In Costa Rica, professionals play a crucial role supporting integral development students, their ability to use technological resources can significantly enhance this work. This article examines technology by Rican guidance work within Ministry Public Education. Methodologically, study employs quantitative, ex post facto, cross-sectional approach, using questionnaire as data collection instrument. sample includes n=328 from different provinces across country. findings reveal that while group primarily uses information retrieval communication with community, its creating digital conducting sessions less common. reflects both potential limitations adoption, influenced factors such training, age, geographic context. It recommended strengthen continuous promoting tailored specific needs contexts, which will allow better

Язык: Английский

Процитировано

0
How do vocational teachers use technology? The role of perceived digital competence and perceived usefulness in technology use across different teaching profiles DOI Creative Commons
Alberto Cattáneo, Chiara Antonietti, Martina Rauseo

и другие.

Vocations and Learning, Год журнала: 2025, Номер 18(1)

Опубликована: Янв. 22, 2025

Язык: Английский

Процитировано

0
Artificial intelligence professional development: a systematic review of TPACK, designs, and effects for teacher learning DOI
Selçuk Doğan, Ümran Yazıcılar Nalbantoğlu, İsmail Çelik

и другие.

Professional Development in Education, Год журнала: 2025, Номер unknown, С. 1 - 28

Опубликована: Янв. 24, 2025

Язык: Английский

Процитировано

0
Integrating ethical knowledge in generative AI education: constructing the GenAI-TPACK framework for university teachers’ professional development DOI
Guoshuai Lan, Xiaoli Feng,

Shuilian Du

и другие.

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Фев. 12, 2025

Язык: Английский

Процитировано

0
Digital technology: Level of replacement, amplification, and transformation of instructional practices among Filipino-American educators DOI

Marvin Cadornigara

International Journal of Research Studies in Education, Год журнала: 2025, Номер 14(5)

Опубликована: Фев. 16, 2025

Язык: Английский

Процитировано

0
Evolving Professionalism in the AI Era: Implementing Generative AI in Physical Education DOI
Yongjin Lee, Dong-Ho Kim

Journal of Physical Education Recreation & Dance, Год журнала: 2025, Номер 96(3), С. 8 - 13

Опубликована: Март 24, 2025

This article explores the integration of generative artificial intelligence (AI) tools—Gemini, ChatGPT, and Claude—in physical education (PE) examines implications for future teaching practices teacher professionalism. With technology advancing rapidly, particularly in AI, its impact on various sectors, including education, is profound. A health exercise unit was developed implemented ninth-grade students, AI adopted throughout entire process content generation, personalized learning, critical-thinking assistance. The benefits using include expansibility skills knowledge, efficiency summarizing presenting diverse information, individualized learning through tailored feedback. While offers substantial educational benefits, it should complement, not replace, essential human elements teaching. Ongoing research adaptation are crucial to maximizing AI's potential while preserving critical values.

Язык: Английский

Процитировано

0
Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework DOI
Jennifer Quast, Charlott Rubach, Raphaela Porsch

и другие.

European Journal of Teacher Education, Год журнала: 2023, Номер unknown, С. 1 - 24

Опубликована: Сен. 1, 2023

ABSTRACTThis study aims to develop and validate an instrument assess compare professional digital competence beliefs of student teachers, pre-service teachers based on the DigCompEdu framework. We used data from N = 1386 German (prospective) (73% female). First, we conducted exploratory factor analysis, confirmatory analysis multi-group examine factorial structure across groups. identified seven dimensions among Second, investigated mean level differences. Our findings show that tended have highest beliefs, followed by teachers. The results provide a reference for utility evaluate teachers' alter teacher education training needs. discuss future steps education.KEYWORDS: Teacher educationcompetence beliefsICTinstrument developmentvalidation AcknowledgmentsWe would like acknowledge Prof. Dr. Rebecca Lazarides (University Potsdam, Germany) her support in conceptualising, planning implementing study.Disclosure statementThe authors declare they no known competing financial interests or personal relationships could appeared influence work reported this paper. Written informed consent was. survey was anonymously collected challenge any inferences participants. via SoSci Survey whose server is located Germany underlies privacy laws obtained participants study.Notes1. An overview modifications within between shown Table 3.Additional informationFundingThe received research, authorship, and/or publication article.Notes contributorsJennifer QuastJennifer Quast research assistant at Faculty Humanities, University Magdeburg. Her focuses measurement competencies education, development education.Charlott RubachCharlott Rubach holds position Assistant Professor field Educational Sciences with specialisation research. She affiliated Department Education Rostock. two key areas: measuring enhancing examining teaching quality, motivational emotions K-12 higher contexts.Raphaela PorschRaphaela Porsch professor special focus General Didactics school foreign language education. latest topics include out-of-field teaching, shortages, counselling acquisition

Язык: Английский

Процитировано

12
A Systematic Review of Research Examining Teachers’ Competence-Related Beliefs About ICT Use: Frameworks and Related Measures DOI
Charlott Rubach, Rebecca Lazarides

Edition ZfE, Год журнала: 2023, Номер unknown, С. 189 - 230

Опубликована: Янв. 1, 2023

Existing measures of teachers' ICT-related competences and competence beliefs vary broadly across studies. This systematic review provides a summary dimensions assigned different theoretical conceptualizations teacher regarding ICT use, both basic professional pedagogical competence. Guided by this summary, existing competence-related about use are reviewed, described, compared. A total 45 studies published between 2016 early 2021 included in rapid (databases: ERIC, ScienceDirect, tandfonline). Across all studies, were assessed 49 ways. The majority designed to assess (n = 46) rather than 25). In addition the large variability reviewed instruments, labels used, background, number items used also vary. Thus, our points high diversity use.

Язык: Английский

Процитировано

11
Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory DOI Open Access
Narentheren Kaliappen,

Wan Nurisma Ayu Wan Ismail,

Ahmad Bashawir Abdul Ghani

и другие.

International Journal of Evaluation and Research in Education (IJERE), Год журнала: 2021, Номер 10(3), С. 1028 - 1028

Опубликована: Авг. 10, 2021

The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK Social Learning Theory (SLT) at higher education. were used teach 44 undergraduate students who registered for Cross-Cultural Management course Universiti Utara Malaysia (UUM). At first, the lecturer before class starts requesting answer several questions coming class. After completing each chapter, requested some application test their understanding level. research revealed that beginning semester, not aware these two applications. However, end every student familiar with overall provided positive feedback usage in learning process. This study IntenCheck sentiment analysis software evaluate students’ feedback. Student’s opinion explored UUM. Therefore, could provide useful insight university lecturers use

Язык: Английский

Процитировано

24
From teacher to teacher-trainer: A qualitative study exploring factors contributing to a successful train-the-trainer digital education program DOI Creative Commons
Emilie-Charlotte Monnier, Sunny Avry, Laila El‐Hamamsy

и другие.

Social Sciences & Humanities Open, Год журнала: 2023, Номер 8(1), С. 100518 - 100518

Опубликована: Янв. 1, 2023

This paper explores the experience of 14 teacher-trainers involved in a train-the-trainer digital education program Switzerland. Data collected between August 2019 and June 2021 through focus groups collaborative portfolios were analyzed thematic analysis. A qualitative analysis was used to identify main factors facilitating or hindering their experiences. These facilitators obstacles related individual characteristics, interactions with stakeholders, instructional content, logistics. Based on these findings, recommendations are provided help training designers maximize success such initiatives.

Язык: Английский

Процитировано

9