Investigating Biology Pre-service Teacher Perception of General Biology and Digital Literacy

The requirements imposed on schools and the competencies of teachers change depending on the development of society, and currently their constant growth is considerable. These facts lead to the need to continuously innovate pre-service teacher training, especially with a focus on creating professional digital literacy. The creation of a proposal of an optimal model of pre-service teacher training in the field of teacher trainees’ professional didactic-technological competency development was the subject of the research, which is described in the article. The described research examined the importance of the integration of various kinds of digital didactic tools into pre-service teacher training curricula with regard to the successful performance of the teaching profession. The necessary research data were obtained on the basis of screening the opinions of teacher trainees in Slovakia and the Czech Republic (n = 280). The respondents of the research survey expressed, in terms of various aspects, their opinions on the importance of integrating the issue of working with specified kinds of the given digital means into the curricula of teacher trainees’ study programs. The obtained research data were analysed depending on three segmentation factors of the respondents, which were the nationality of the student (i.e., the COUNTRY of his/her study), the GENDER of the respondent, and the combination of these two factors, i.e., COUNTRY X GENDER. According to the achieved results, there is a need to include or strengthen the teaching of software applications such as ActivInspire, FreeMind, SMART Notebook, Google Docs and, if possible, Prezi and Mindomo, and also a need to emphasize the methodological aspects of the use of these technical means in teaching.

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PENGARUH PEMBELAJARAN LITERASI DIGITAL PADA KOMPETENSI TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) CALON GURU

Jurnal Pendidikan dan Kebudayaan ◽

10.24832/jpnk.v6i1.1948 ◽

2021 ◽

Vol 6 (1) ◽

pp. 107-116

Author(s):

Prasetyo Listiaji ◽

Subhan Subhan

Keyword(s):

Preservice Teachers ◽

Digital Literacy ◽

Literacy Learning ◽

Digital Learning ◽

Research Subjects ◽

Study Program ◽

Ict Competence ◽

Teacher Students ◽

Pre Service Teacher ◽

Ict Competencies

Saat ini guru dituntut memiliki kemampuan mengintegrasikan TIK dalam pembelajaran untuk menjawab tantangan pembelajaran di abad 21. Salah satu upaya untuk meningkatkan kompetensi TIK guru adalah dengan menerapkan pembelajaran literasi digital di perguruan tinggi yang mencetak lulusan calon guru. Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh pembelajaran literasi digital pada kompetensi TIK mahasiswa calon guru. Penelitian menggunakan pendekatan kuantitatif berupa survei kepada mahasiswa Program Studi Kependidikan sebagai calon guru dan selanjutnya dilakukan wawancara untuk proses triangulasi data. Subjek penelitian adalah mahasiswa calon guru di Universitas Negeri Semarang. Hasil survey menunjukan kedua kelompok responden memiliki kompetensi TIK yang baik. Namun setelah diteliti lebih dalam dari data triangulasi hasil wawancara komptensi TIK, calon guru yang telah memperoleh pembelajaran literasi digital lebih unggul pada aspek pemahaman TIK dalam pendidikan, organisasi, dan administrasi, dan pembejajaran guru profesional. Pengaruh pembelajaran digital terhadap kompetensi TIK calon guru pada ketiga aspek tersebut menjadi rekomendasi diterapkannya pembelajaran literasi digital pada perguruan tinggi yang mencetak calon guru. Currently, teachers are required to have the ability to integrate ICT in learning to answer the challenges of learning in the 21st century. One of the efforts to improve teachers’ ICT competencies is to implement digital literacy learning in universities that produce prospective teacher graduates. This study aims to determine how the effect of digital literacy learning on the ICT competence of pre-service teacher students. The research uses a quantitative approach which is carried out in the form of a survey to students of the Education Study Program as pre-service teachers and then interviews are carried out for the data triangulation process. The research subjects were pre-service teacher students at Universitas Negeri Semarang. The survey questionnaire was developed based on the indicators of teacher ICT competence according to UNESCO which consists of 6 aspects. The survey results show that both groups of respondents have good ICT competencies. However, after a more in-depth investigation of the triangulation data from the ICT competency interviews, preservice teachers who have obtained digital literacy learning are superior in aspects of understanding ICT in education, organization and administration, and teaching professionalteachers. The influence of digital learning on the ICT competence of pre-service teachers in these three aspects becomes a recommendation for the implementation of digital literacy learning in universities that create pre-service teachers.

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The Teachers They Are Becoming

International Journal of Knowledge Society Research ◽

10.4018/jksr.2010040104 ◽

2010 ◽

Vol 1 (2) ◽

pp. 38-49 ◽

Cited By ~ 6

Author(s):

Lorayne Robertson ◽

Janette Hughes

Keyword(s):

Language Arts ◽

Critical Literacy ◽

Digital Literacy ◽

Teaching And Learning ◽

Methods Course ◽

Multiple Literacies ◽

Personal Experiences ◽

Language Arts Methods ◽

Pre Service Teacher ◽

New London

The authors review all aspects of a Language Arts methods course for pre-service teachers, one which employs a multi-literacies pedagogy (The New London Group, 1996) and is taught at a laptop-based university. The course begins with a deliberate immersion into the complexities of multiple literacies, including digital literacy and critical literacy. The authors outline the course assignments, resources and instructional goals to determine how technology impacts pre-service teacher learning and intended future practice. The qualitative data sources include digital artifacts such as digital literacy stories, book talks that focus on social justice issues, and media literacy lessons. In addition, the researchers draw from cross-program data based on teacher candidate reflections and interviews. The data suggest that both the use of digital technology and a multi-literacies pedagogy can help pre-service teachers reflect on personal experiences to develop literacy teaching and learning practices that have transformative elements.

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PROMOTING NEW LITERACIES IN SCHOOLS: A proposition to integrate digital literacy in pre-service teacher education

Jurnal Ilmiah Didaktika ◽

10.22373/jid.v17i2.1643 ◽

2017 ◽

Vol 17 (2) ◽

pp. 264

Author(s):

Rahmat Yusny

Keyword(s):

Teacher Education ◽

Digital Technology ◽

Digital Literacy ◽

Internet Technology ◽

Teacher Education Programs ◽

Education Programs ◽

Pre Service Teacher Education ◽

Negative Impacts ◽

Technology Users ◽

Pre Service Teacher

This paper renders a preposition to integrate Digital Literacy into Pre-service teacher education programs in universities and various teacher trainings. The current emergence of high dependence toward digital technology demands teacher education programs to make contribution in order to educate and prepare pre-service teachers to overcome issues related to negative impacts of digital technology. 21st century skills are amongst the core requirement for advanced human resources living in this era. Teacher education curriculum must be able to accommodate sufficient knowledge and resources to enable students becoming digital literate society. As what depicted today among our society, very little attention given toward the way using internet technology securely and politely. Beginner adopters of technology are now spoon fed with very user friendly gadgets and apps that often neglect to learn about effects and impacts the technology caused. In addition, although it still can be argued, often most of the marvels do not really foster productivity for these groups of technology users. Therefore, proposition to raise awareness among pre-service teacher in is emphatically needed.

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Preservice Chemistry Teacher Perception toward Contextual Learning Implementation of OLEDs in Organic Chemistry Learning

Budapest International Research and Critics Institute (BIRCI-Journal) Humanities and Social Sciences ◽

10.33258/birci.v4i1.1702 ◽

2021 ◽

Vol 4 (1) ◽

pp. 1006-1011

Author(s):

Septian Jauhariansyah ◽

Oczhinvia Dwitasari ◽

Ahmad Mudzakir ◽

Tuszie Widhiyanti

Keyword(s):

Organic Chemistry ◽

Double Bond ◽

Teacher Perception ◽

Contextual Learning ◽

Chemistry Teacher ◽

Chemistry Teachers ◽

Light Emitting ◽

Chemistry Learning ◽

Display Technology ◽

Pre Service Teacher

This study aimed to explore chemistry pre-service teacher view toward implementation of contextual learning in Organic Chemistry. The context that was investigated about is Organic Light Emitting Diodes (OLEDs), which was a novel display technology that is being used for smartphone display. Seventeen pre-service chemistry teachers were interviewed about their knowledge about organic chemistry, conjugated double bond, OLEDs and their view about implementing OLEDs context in organic chemistry learning. Three groups of questions were asked to the pre-service chemistry teacher, most of them indicating lack knowledge about detail information of OLEDs even though they really appreciate if OLEDs was introduced in Organic Chemistry learning especially in conjugated double bond and nature-generated organic compound topics.

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Developing an integrated, situated model for digital literacy in pre-service teacher education

Journal of Education ◽

10.17159/2520-9868/i79a02 ◽

2020 ◽

Author(s):

Ed Campbell ◽

Rochelle Kapp

Keyword(s):

Teacher Education ◽

Digital Literacy ◽

Pre Service Teacher Education ◽

Pre Service Teacher

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THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

Academic Journal Perspective Education Language and Literature ◽

10.33603/perspective.v7i2.2652 ◽

2019 ◽

Vol 7 (2) ◽

pp. 119

Author(s):

Linda Linda ◽

Apandi

Keyword(s):

Qualitative Method ◽

Teaching Practice ◽

Problem Based Learning ◽

Real Field ◽

English Department ◽

Effective Teacher ◽

Existing Problems ◽

Apply Problem ◽

Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

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