Innovations in Education and Teaching International,
Год журнала:
2024,
Номер
unknown, С. 1 - 13
Опубликована: Дек. 3, 2024
This
study
investigates
the
impact
of
digital
literacy
on
competence
380
Chinese
university
teachers.
Using
Scale
Digital
Literacy
(SDL)
and
Teacher
Competence
(STDC),
implements
a
training
programme
based
(TDC)
framework.
Results
show
that
higher
correlates
with
increased
STDC
indicators.
Group
A,
lower
initial
literacy,
sees
minimal
improvements,
emphasising
importance
baseline
literacy.
However,
Groups
B
C,
intermediate
to
advanced
exhibit
significant
enhancements
in
all
sub-scales.
The
highlights
effectiveness
tailored
for
teachers
varying
levels,
offering
valuable
insights
educational
initiatives.
Education and Information Technologies,
Год журнала:
2024,
Номер
unknown
Опубликована: Май 20, 2024
Abstract
This
study
examines
the
relation
between
K-12
teachers’
trust
in
artificial
intelligence
(TAI),
their
knowledge
of
AI
(KAI),
and
digital
competence
(DC).
It
further
TAI
age,
sex,
teaching
experience
International
Standard
Classification
Education
(ISCED)
levels.
The
employed
a
comprehensive
validated
instrument
used
sample
211
primary
secondary
school
teachers.
results
show
that
there
is
significant
positive
all
three
variables
KAI
robust
substantial
predictor
TAI.
In
absence
KAI,
DC
ceases
to
exist.
addition,
teachers
with
different
levels
do
not
differences
attitudes
towards
AI.
Results
independent
ISCED
level
this
contributes
valuable
insights
into
complex
interplay
TAI,
DC,
providing
practical
implications
for
policy,
teacher
preparation
professional
development
rapidly
evolving
landscape
integration
education.
Journal of Artificial Intelligence Machine Learning and Neural Network,
Год журнала:
2024,
Номер
44, С. 31 - 41
Опубликована: Июнь 5, 2024
Artificial
Intelligence
(AI)
is
designed
to
create
intelligent
systems
capable
of
performing
tasks
traditionally
dependent
on
human
intellect.
Its
integration
into
the
field
education
presents
both
opportunities
and
challenges
as
it
quickly
expanding.
Preparing
teachers
for
this
rapidly
advancing
technological
shift
essential
success,
itself
not
static.
This
position
paper
adopts
methodology
synthesizing
existing
literature
innovative
strategies
integrating
AI
preparation
Teachers
Future.
The
concept
Future
was
introduced
in
paper,
addressing
concerns
surrounding
AI’s
potential
replace
teachers.
recognized
irreplaceable
roles
providing
emotional
moral
support
well
nurturing
critical
thinking
among
learners.
It
further
explored
importance
effective
application
teaching
learning
processes.
Drawing
upon
synthesis
collected
from
review
related
works,
preparing
Era
can
be
realized
by
implementing
approaches
such
development
literacy,
teacher
training
courses,
promoting
collaborative
training,
offering
continuing
opportunities,
a
positive
attitude
towards
utilization.
suggested,
others,
that
should
provided
with
foundational
processes
within
programmes
offered
institutions.
Education Sciences,
Год журнала:
2025,
Номер
15(2), С. 205 - 205
Опубликована: Фев. 8, 2025
Technology-enhanced
teaching
(TET)
is
most
effective
when
integrated
meaningfully
into
classroom
settings.
Teachers
require
technological
pedagogical
knowledge
(TPK)
to
achieve
this
integration.
This
study
details
the
development
and
evaluation
of
an
online
professional
(OPD)
course
aimed
at
enhancing
teachers’
TPK
for
use
technology
in
science
language
subjects.
The
was
created
rethink
OPD,
i.e.,
overcome
known
shortcomings
OPD
design
consciously.
It
based
on
Interactive–Constructive–Active–Passive
(ICAP)
framework,
which
promotes
interactive
constructive
learning
activities.
Thus,
incorporated
text-based
video-based
modules
(learning
nuggets),
discussions
about
staged
video
vignettes
showing
situations
with
conventional
vs.
good
by
teacher,
communities,
practical
trials
group
reflections.
followed
a
pre–post
involving
76
in-service
teachers.
Participants
completed
surveys
test
their
ability
apply
ICAP
before
after
OPD.
revealed
that
teachers
perceived
as
beneficial,
though
no
statistically
significant
improvement
applied
observed.
These
findings
highlight
opportunities
challenges
designing
measuring
OPDs
support
meaningful
integration
practice.
Zeitschrift für Pädagogische Psychologie,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 21, 2025
Abstract:
The
aim
of
the
present
study
is
to
examine
if
teachers’
professional
beliefs
accounted
for
differences
in
self-reported
instructional
quality
distance
learning
during
COVID-19
pandemic.
N
=
194
German
mathematics
teachers
were
surveyed
pandemic
2021
about
their
(potential
cognitive
activation,
support,
management
time).
Teachers’
constructivist
and
self-efficacy
assessed
2019,
before
Results
structural
equation
modeling
indicate
that
stronger
beliefs,
higher
potential
activation
learning.
Self-efficacy
predicted
support
better
time.
These
significant
associations
persisted
when
pandemic-specific
resources
(technological
pedagogical
knowledge,
technical
at
school,
collaborative
teaching
planning;
all
measured
by
self-reports)
considered.
Thus,
findings
assumption
are
important
adapting
challenging
unfamiliar
circumstances
such
as
pandemic,
still
ensuring
high
quality.
E-Learning and Digital Media,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 29, 2025
Despite
the
growing
need
for
digital
research
skills
in
education,
many
teachers
struggle
to
acquire
and
implement
these
skills,
leading
reduced
confidence
competence.
This
case
study
investigated
impact
of
a
targeted
training
program
on
teachers’
self-reported
confidence,
competence,
classroom
practices.
Teachers
participated
workshops
hands-on
activities
that
promoted
effective
navigation
utilization
resources.
Data
collected
through
surveys,
interviews,
observations
revealed
significant
increase
teachers'
integration
their
teaching
Notably,
uncovered
strong
correlation
between
teacher
competencies
student
engagement,
finding
has
received
limited
attention
previous
literature.
By
emphasizing
role
fostering
this
highlights
importance
providing
professional
development
opportunities
address
specific
needs
challenges.
Moreover,
findings
suggest
such
programs
may
contribute
improved
learning
experiences,
demonstrating
potential
benefits
broader
educational
community.
Asia Pacific Journal of Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 19
Опубликована: Апрель 9, 2024
This
study
explores
the
extent
to
which
L2
Chinese
teachers
(Teachers
of
as
a
Second
or
Foreign
Language)
embrace
and
integrate
technology
into
their
teaching
practices,
how
self-efficacy
in
digital
literacy
(referred
L2CDL)
influences
acceptance
technology.
It
extended
Technology
Acceptance
Model
(TAM)
by
adding
L2CDL
key
factor
that
teachers'
perceptions
behaviours
regarding
use.
Utilizing
sample
445
teachers,
adapted
assessment
tools
employed
structural
equation
modelling
scrutinize
L2CDL-TAM
relationship.
The
research
centred
on
two
primary
objectives.
First,
it
validated
applicability
TAM
model
within
context
education,
confirming
its
suitability
with
relationships
consistent
original
model.
Notably,
established
robust
correlation
between
perceived
usefulness
(PU)
behavioural
intention
(BI).
Second,
delved
association
technology-related
factors,
revealing
significant
positive
critical
elements,
including
PU,
ease
use
(PEU),
BI.
has
exerted
an
influence
relationship
PEU
L2CDL-PEU
connection
being
particularly
pronounced.
underscores
pivotal
role
shaping
attitudes
towards
adoption.
