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.
Computers and Education Open,
Год журнала:
2023,
Номер
5, С. 100152 - 100152
Опубликована: Ноя. 16, 2023
To
effectively
adopt
technology
during
teaching,
teachers
require
knowledge
about
how
to
operate
technology.
Especially
first-time
users
need
handle
digital
devices
and
software
programs
as
a
foundation
use
in
the
classroom
successfully.
This
has
so
far
been
assessed
mainly
using
self-reports.
However,
self-assessments
are
insufficient
for
assessing
their
validity
is
limited.
Moreover,
few
tests
that
exist
measure
technological
(TK)
show
weaknesses
(e.g.,
lack
of
ecological
validity,
outdated
items).
We
present
test
teachers'
TK
independent
specific
operating
systems,
covers
relevant
everyday
grounded
acknowledged
psychometric
modeling
principles.
iteratively
developed
(named
T-TK)
comprising
26
items,
utilizing
cognitive
testing,
expert
feedback,
two
studies
(Npilot
study
=
268
pre-service
in-service
teachers,
Nmain
233
teachers)
filter
items
did
not
match
content
were
Rasch
conform.
T-TK
showed
satisfactory
Andrich's
reliability
(RelAndrich
.73).
Using
sample
study,
correlations
between
(self-report,
r
.52),
pedagogical
(test
scores,
.18),
.33;
.46)
indicated
convergent
discriminant
validity.
Thus,
proves
be
reliable
valid
instrument
capture
TK.
The
can
used
both
by
practitioners
requiring
any
statistical
individual
diagnostics)
research
analyze
TK).
Zeitschrift für Bildungsforschung,
Год журнала:
2021,
Номер
11(2), С. 309 - 341
Опубликована: Июль 14, 2021
Zusammenfassung
Obwohl
der
Einsatz
digitaler
Medien
in
Lehr-Lern-Prozessen
zunehmend
an
Bedeutung
gewinnt,
befassen
sich
Studien
nur
vereinzelt
mit
Frage,
inwiefern
digitale
im
Unterricht
zur
Umsetzung
von
Unterrichtsqualitätsdimensionen
genutzt
werden.
Gleichzeitig
ist
wenig
über
die
Bedingungsfaktoren
einer
solchen
qualitätsvollen
digitalen
bekannt.
Die
vorliegende
Studie
untersucht
vor
diesem
Hintergrund,
Schulmerkmale
vermittelt
Lehrkräftemerkmale
dazu
beitragen,
dass
Lehrkräfte
nutzen,
um
zu
strukturieren,
kognitiv
aktivieren,
konstruktiv
unterstützen
sowie
individualisieren.
Ausgewertet
wurden
Daten
280
Lehrkräften
Schulen
Sekundarstufe
Deutschland
(52,1
%
weiblich,
Alter:
M
=
43,88,
SD
10,00).
Ergebnisse
des
Strukturgleichungsmodells
verweisen
darauf,
Zufriedenheit
schulischen
Unterstützung
zum
(berufsunabhängigen)
Kompetenzselbsteinschätzungen
positivem
Zusammenhang
Nutzung
Zwecke
Individualisierung,
kognitiven
Aktivierung
und
konstruktiven
steht.
berichtete
vielfältige
technische
Schulausstattung
berichteten
positiven
Wertüberzeugungen
Bezug
auf
den
sind
direkt
positiv
assoziiert.
Journal of Decision System,
Год журнала:
2022,
Номер
31(sup1), С. 362 - 383
Опубликована: Май 18, 2022
Current
literature
has
increased
our
knowledge
of
particular
aspects
Workforce
Transformation
(WT),
yet
we
need
a
comprehensive
picture
its
characteristics
within
Digital
(DT)
context.
Therefore,
the
objective
this
review
paper
is
to
present
defining
WT.
We
fulfil
through
systematic
70
empirical
papers
published
in
leading
journals
listed
on
CABS
Academic
Journal
Guide
(between
2010
and
2022).
Following
an
inductive
open
coding
approach,
identified
six
WT:
(1)
'Actors
Competency';
(2)
'Digital
Culture';
(3)
'Digitally
Engaged
Workspace';
(4)
'Empowerment,
Engagement,
Motivation';
(5)
'Improvisation
Collaborative
Visioning';
(6)
'Transformational
Leadership
Governance'.
Based
these
characteristics,
detail
future
research
agenda
that
proposes
examine
relationship
between
WT
DT
outcomes.
Australasian Journal of Educational Technology,
Год журнала:
2023,
Номер
unknown, С. 88 - 105
Опубликована: Март 2, 2023
Recognising
the
challenges
involved
in
understanding
knowledge
that
teachers
need
to
develop
use
technology
their
teaching
dynamics,
we
examined
prior
research
has
not
clearly
revealed
strategic
changes
for
teacher
preparation
digital
age.
The
goal
was
expand
on
current
understandings
of
nature
technological
pedagogical
content
(TPCK/TPACK)
and
provide
a
launchpad
future
by
educators
as
they
contemplate
revisions
education
better
prepare
them
To
do
so,
conducted
qualitative
meta-synthesis
research.
Within
this
context,
identified
interpretations
comprehensions
pushed
us
forward
defence
new
perspectives
knowledge,
regarding
comprehension
TPCK/TPACK
transformative
homogenous
knowledge;
TPCK/TPACK’s
levels
development,
including
first
level;
redesigning
education.
Implications
practice
or
policy:
teach,
teachers’
should
understand
homogeneous
knowledge.
Teachers’
training
programmes
realize
often
are
aware
possibilities
using
technologies
teach.
Teachers
have
access
continuous
learning
keep
developing
own
during
entire
career.
individual
process
something
standardised.
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.
