Acquiring Digital Proficiency in Teacher Education

2021 ◽  
Vol 2 (2) ◽  
pp. 22-25
Author(s):  
Aneta Stolba ◽  
Robin Kay
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Digital Technology ◽  
Technology Use ◽  
Classroom Teaching ◽  
Digital Competence ◽  
Technology Classroom ◽  
Rapid Changes ◽  
Learning With Technology ◽  
Theoretical Foundations

In this commentary, we look at digital technology use in teacher education and practice, theoretical foundations, definitions, and digital competence frameworks in an educational context. With rapid changes in the domain of technology classroom teaching, teachers need to learn and adapt quickly. We argue that a more comprehensive approach to understanding how student-teacher learning with technology is needed.

scholarly journals Hvor godt er lærere forberedt på den digitale hverdagen?

2021 ◽  
pp. 57-86
Author(s):  
Greta Björk Gudmundsdottir ◽  
Julius K. Björnsson
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Digital Technology ◽  
Digital Competence ◽  
Student Activities ◽  
Teaching Activities ◽  
Information And Communication ◽  
Analytical Tools

How well are teachers prepared for digital technology in their work? In this chapter, we report on questions in the TALIS 2018 survey concerning information and communication technology (ICT). Teachers were asked how they use digital technology for student activities, how prepared they are for digital practice, and how they assess their own need for continuous professional development (CDP) related to using digital technology in a classroom setting. This chapter is divided into two main parts. In the first part, we introduce previous research in the field of digital competence. We look at how the use of digital technology has evolved in Norwegian schools and how it has been supported by various educational reforms. We also refer to frameworks and various analytical tools to better understand students’ digital competence and teachers’ professional digital competence (PDC). Furthermore, we consider the role of teacher education in developing teachers’ and student teachers’ PDC. In the second part of the chapter, we present findings from TALIS 2018. Here we highlight teachers’ needs and participation in CPD, the preparations they have received in teacher education, and how they use digital technology to promote students’ learning and engagement in various teaching activities. Findings on classroom management in technology-savvy environments are presented, and the general use of ICT within a Nordic comparative perspective is discussed. In conclusion, we summarize the most important findings and raise issues in need of further research.

scholarly journals Digital Literacy and Its Use by Teacher Trainess at Secondary Level in Odisha

2020 ◽  
Vol 1 (2) ◽  
pp. 242-250
Author(s):  
Ramakanta Mohalik
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Web Design ◽  
Secondary Level ◽  
Digital Learning ◽  
Digital Devices ◽  
Teaching Learning

Digital devices and applications have been used in schools and teacher education institutes across the globe for teaching learning. All the prospective teachers must be digitally savvy to utilize it in school for teaching, assessment, management and professional development. This study intended to find out the level of digital literacy and its uses among teacher trainees at secondary level. Descriptive research method was followed for undertaking this study. Survey was conducted on sample of 170 trainees selected randomly from teacher education institutes under Utkal University, Odisha, India. Self developed questionnaire based on different aspects of digital devices and applications such as skills of trainees in digital technology, use of digital technology and applications by trainees for learning and teaching etc. was used at tool. Collected data were subjected to frequency and percentage analysis and accordingly conclusions were drawn. The study found that (i) majority of trainees can change screen brightness and contrast, minimize, maximize and move window screen, use search command to locate a file and download and install applications, (ii) more than 50% of trainees do not know learning management system, virtual worlds, podcasts and web design applications, (iii) around 70% of trainees are aware about storage of video in camera, manage junk mail and update username and password and less than 50% of trainees knew about voice typing and cyber security, (iv) majority of trainees use group email and whatsapp for academic work and  only 20% of trainees use digital devices for using PPT in class, create digital learning materials, provide feedback to students. It is suggested that teacher education institutes must be equipped with digital devices and applications useful for teaching learning and professional development. Further, teacher educator must encourage and motivate trainees by integrated ICT in regular course work and across the subjects so that trainees can develop skills of using it for teaching, learning and assessment in schools.

scholarly journals Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Hjørdis Hjukse ◽  
Toril Aagaard ◽  
Agnete Andersen Bueie ◽  
Thomas Moser ◽  
Karl Solbu Vika
Keyword(s):  
Teacher Education ◽  
Technology Use ◽  
Teacher Educators ◽  
Subject Group ◽  
Group Affiliation ◽  
Digital Competence ◽  
Cross Sectional ◽  
Teacher Students ◽  
Cross Sectional Design ◽  
Reported Data

Forskning viser at utviklingen av lærerstudenters profesjonsfaglige digitale kompetanse (PfDK) i svak grad har vært arbeidet med i norsk grunnskolelærerutdanning. Imidlertid er det behov for oppdaterte studier og kunnskap om hvordan ulike fag i dag arbeider med PfDK. I artikkelen har vi lagt Rammeverk for lærerens profesjonsfaglige digitale kompetanse (lansert av Utdanningsdirektoratet i 2017) til grunn når vi har innhentet og analysert data. Vi undersøker om det er forskjell mellom hvordan lærerutdannere fra ulike faggrupper legger til rette for studenters PfDK-utvikling og hva som karakteriserer arbeidet med implementering av PfDK i fagene. Studien har et deskriptivt design basert på selvrapporterte data fra en tverrsnittsundersøkelse om PfDK, gjennomført ved fem norske lærerutdanningsinstitusjoner. Vi finner at det er tydelig sammenheng mellom faggruppetilhørighet og hvordan lærerutdannere arbeider med PfDK, men lærerutdannernes «vurdering av egen teknologibruk» er også av betydning for hvordan de implementerer PfDK. Lærerutdannere i Pedagogikk og elevkunnskap og i den sammensatte kategorien «annet» oppgir i større grad enn de andre å jobbe med PfDK. Lærerutdannere fra samfunnsfag skårer over gjennomsnittet, de fra språkfag og praktisk-estetiske fag skårer omtrent på gjennomsnittet, mens lærerutdannere fra KRLE og realfag skårer under. En del profesjonsaktuelle PfDK-temaer vies generelt lite oppmerksomhet i alle fag. Resultatene gir innsikt som er relevant for nasjonale ramme¬settere og grunnskolelærerutdanninger i deres arbeid med å sikre at alle lærerstudenter utvikler PfDK og blir godt forberedt for å utøve yrket i en digital tid. Nøkkelord: profesjonsfaglig digital kompetanse, PfDK, grunnskolelærerutdanning, profesjonsfaglige tverrfaglige temaer, PfDK-rammeverk Digitalization in teacher education: How professional digital competence is addressed in different subjects AbstractResearch shows that the development of teacher students' professional digital competence (PDC) has been given little priority in Norwegian teacher education (for primary and lower secondary level). However, we need updated studies about how PDC is addressed in different subjects in TE. In this article, we use PDC in line with how it is presented in Professional Digital Competence: A Framework for Teachers, launched by the Directorate for Education and Training in 2017. We investigate differences between how teacher educators from various subject groups facilitate teacher students’ development of PDC, and what characterizes the implementation of PDC in these groups. The study has a descriptive cross-sectional design based on self-reported data from five Norwegian teacher education institutions. Results reveal a clear association between subject group affiliation and how teacher educators work with PDC. In addition, we find that how teacher educators evaluate their own technology use, also affects how they implement PDC. Teacher educators in Pedagogy and in the mixed subject group named Other address PDC to the greatest extent. Teacher educators in Social Sciences score above average. Teacher educators in Language and in Practical-Aesthetic subjects score approximately on average, while teacher educators working with KRLE (Christianity, Religion, Philosophies of life and Ethics) and with the STEM subjects score below. Some PDC topics that have received attention in the teacher profession, are paid little attention to across all subject groups. Our results provide new insights relevant to national stakeholders and teacher educations in their effort to ensure that all teacher students develop PDC and become well prepared for their future work-life in a digital age. Keywords: professional digital competence, PDC, teacher education, professional interdisciplinary topics, PDC framework

scholarly journals The use of Facebook in a community pharmacist-led weight management programme – a London-based proof of concept study

2021 ◽  
Vol 29 (Supplement_1) ◽  
pp. i17-i18
Author(s):  
P Crilly ◽  
E Chibueze ◽  
M Khan ◽  
J Modha ◽  
S Satwaha ◽  
...  
Keyword(s):  
Weight Loss ◽  
Waist Circumference ◽  
Digital Technology ◽  
Technology Use ◽  
Management Programme ◽  
Proof Of Concept ◽  
Percentage Weight Loss ◽  
Weight Management Programme ◽  
Percentage Weight ◽  
Adults And Children

Abstract Introduction In the United Kingdom (UK), 63% of adults are overweight,(1) costing the NHS £6.1 billion/year. With the public using digital technology over healthcare professionals (HCPs) for health advice, this warrants an investigation of technology use in community pharmacy, given its previous successful use.(2) Aim To determine the feasibility and perceptions of a community pharmacist (CP)-led weight management programme (WMP), enhanced by a Facebook support group (FSG). Methods A proof of concept study was conducted between January-March 2020. Recruitment was via a pharmacy, the university and a community Facebook group. Inclusion criteria: over 18 years; overweight; no medical conditions. Participants attended face-to-face meetings (ftf) with a CP and final year pharmacy student (PS) on two occasions (0 (baseline) and 4 weeks). At baseline, participants were given the NHS weight loss programme and set weight loss goals. During ftf, participants had height, weight, and waist circumference (WC) measurements by a CP/PS and discussed eating habits, exercise and alcohol. In between ftf, participants accessed the FSG (created (December 2019) and moderated by a CP). Here, they received posts about diet, exercise and motivation. Participants were to have their measurements taken ftf at 8-weeks, however, COVID-19 meant participants had to self-declare these via video call. Following the 8-week programme, participants completed a 4-section survey about their experience (signing up to the service; comparison to previous weight loss attempts; the FSG and overall perceptions). Question types included multiple choice, Likert scale and free text comments. Data were analysed in Excel (Microsoft Corporation 2016) with changes in height, weight, waist circumference, alcohol and exercise being calculated. Results Fifty-five participants were recruited. 18 were lost to follow-up, most (n=12/18) citing COVID-19. Of the 37 participants remaining (70.3% female, mean age=37 years), 22 were obese, the rest overweight. Mean weight loss, mean percentage weight loss and mean WC reduction at 4-weeks was 1.6 kg (SD+/- 1.7 kg), 1.8% (SD+/- 1.9%) and 2 cm (SD+/- 1.96 cm) respectively. At week 8 measurements were self-declared. Mean weight loss at 8-weeks from baseline was 2.7 kg (SD +/- 2.6 kg) and mean percentage weight loss was 3% (SD+/- 3%). Only five participants’ self-declared WC measurements at 8-weeks with mean reduction being 3.6 cm. Five participants moved to healthier BMI classifications by week 8. All participants accessed the FSG at least weekly with 13 accessing it daily. Diet posts were the most popular (n=20/37). Participants learned about portion control and increasing fruits/vegetables intake. All participants would recommend the programme to their friends/family. Conclusion An 8-week CPWMP, enhanced with FSG, supported participants to lose a mean of 3% body weight. Participants accessed the page regularly and were positive about its usefulness. One limitation was that the COVID-19 lockdown prevented the 8-week ftf, therefore, self-declared measurements were used. The pandemic has highlighted the importance of pharmacy embracing technology for service delivery, particularly when in-person contact is limited. The implication of this study is that it provides proof that the concept of digital service delivery could work in practice. References 1. GOV.UK. Tackling obesity: empowering adults and children to live healthier lives [Internet]. Department of Health and Social Care. 2020 [cited 2020 Aug 18]. Available from: https://www.gov.uk/government/publications/tackling-obesity-government-strategy/tackling-obesity-empowering-adults-and-children-to-live-healthier-lives 2. Crilly P, Kayyali R. A Systematic Review of Randomized Controlled Trials of Telehealth and Digital Technology Use by Community Pharmacists to Improve Public Health. Pharmacy 2020;8(3):137. Available from: https://www.mdpi.com/2226–4787/8/3/137

scholarly journals Digital technology use during COVID ‐19 pandemic: A rapid review

2020 ◽  
Author(s):  
Deedra Vargo ◽  
Lin Zhu ◽  
Briana Benwell ◽  
Zheng Yan
Keyword(s):  
Digital Technology ◽  
Technology Use ◽  
Rapid Review

scholarly journals Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM ◽  
2021 ◽  
Author(s):  
Rossella Santagata ◽  
Johannes König ◽  
Thorsten Scheiner ◽  
Ha Nguyen ◽  
Ann-Kristin Adleff ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Mathematics Teacher ◽  
Professional Competence ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Fundamental Aspect ◽  
Teacher Noticing ◽  
Theoretical Perspectives ◽  
Supporting Tool

AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

Seeking Support in Teacher Education for Racial Knowledge: The Role of Professional Networks and Social Identities

2021 ◽  
pp. 004208592110584
Author(s):  
Lisette Enumah
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Teacher Educators ◽  
Social Identities ◽  
Teacher Education Programs ◽  
Race And Racism ◽  
Professional Networks ◽  
Racial Identities ◽  
Racial Knowledge

Drawing from the narrated experiences of teacher educators (TEs) at different institutions, this paper analyzes TEs’ perceptions of support related to their work in teaching about race and racism. TEs varied in the extent to which they viewed their institution as supportive, and they identified factors that signaled that their institution supported teacher learning about race and racism. TEs also described how their racial identities and positional privilege related to tenure status informed engagement with peers both for providing and seeking support. Implications for teacher education programs in providing support for TEs who teach about race and racism are discussed.

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