scholarly journals Attitudes Towards using Digital Technologies in Education as an Important Factor in Developing Digital Competence: The Case of Slovenian Student Teachers

2021 ◽  
Vol 16 (14) ◽  
pp. 83
Author(s):  
Tina Štemberger ◽  
Sonja Čotar Konrad
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Learning Assessment ◽  
Learning Tools ◽  
Digital Competence ◽  
Digital Resources ◽  
Four Dimensions ◽  
Positive Attitudes ◽  
Teachers Attitudes

The purpose of the study was to determine what attitudes specifically Slove-nian student teachers hold towards using digital technologies in education, their self-reported proficiency in using digital technologies in education and to what extent their attitudes towards using digital technologies in education predict their self-reported proficiency in using digital technologies. We measured the attitudes towards using digital technologies in education through four dimensions: Teaching and learning, Assessment and critical thinking, Empowering learners and Facilitating learner’s digital competence. Self-reported proficiency in using digital technology was measured on four groups of digital technologies: Digital resources, Communication tools, Digi-tal tools and Online learning tools. The results show that Slovenian student teachers predominantly hold positive attitudes towards using digital technol-ogies in education, but they assess themselves as low-level users. Also, the student teachers’ attitudes towards using digital technologies in education were proved as an important predictor of their level of proficiency in using digital technologies.

scholarly journals Student teachers and their attitudes towards ICT

2021 ◽  
Vol 5 (4) ◽  
pp. 38-52
Author(s):  
Patrick Camilleri ◽  
Bård Ketil Engen ◽  
Ove Edvard Hatlevik ◽  
Juan Carlos Colomer Rubio ◽  
Héctor Hernández Gassó
Keyword(s):  
Teacher Education ◽  
Qualitative Analysis ◽  
Student Teachers ◽  
Professional Practice ◽  
Digital Technologies ◽  
Analytical Framework ◽  
Digital Competence ◽  
Digital Competencies ◽  
Teachers Attitudes ◽  
Further Development

This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice.

scholarly journals Features of Education of Students-Philologists in the Conditions of Informatization and Digitalization of Higher Education

2021 ◽  
pp. 278-290
Author(s):  
Tetyana Sobchenko
Keyword(s):  
Higher Education ◽  
Public Information ◽  
Digital Technologies ◽  
Education Institution ◽  
Basic Knowledge ◽  
Learning Tools ◽  
Visual Aids ◽  
Digital Competence ◽  
Computer Based Learning ◽  
Main Components

The article substantiates the relevance of informatization of society in general and education in particular, outlines the main tasks in the training of future professionals. The purpose of the article is to theoretically substantiate the peculiarities of the organization of the future philologists’ training process. Methods. The following research methods are used: analysis and generalization of scientific and methodological sources, government documents on the research topic for the theoretical justification of the problem, modeling and synthesis of the obtained data. The results. The terminological apparatus «informatization of education», «means of informatization», «digitalization» is defined. The main components of the modern educational environment of a higher education institution are highlighted and the function of the innovative component is emphasized. It was found that the main components that will ensure the formation of digital competence of philology students are the content and means of education. It has been established that the study of compulsory and elective disciplines, which will contribute to the general and professional competencies’ formation, is equally necessary for mastering the theoretical foundations and practical skills of using innovative information and digital technologies. It is established that within the obligatory course «Pedagogy» students of philological specialties master the module «Digital training tools» in which they gain basic knowledge about digital technologies and ways to use them, and hone and supplement this knowledge while studying other disciplines. In a classroom, students learn to use different computer-based learning tools to complete a variety of tasks. Future philologists search and critically analyze information on the Internet; work with electronic textbooks and dictionaries; prepare visual aids: presentations, tables, diagrams, infographics, briefings, create audio and video content for classes, prepare tasks for test control on various platforms and services, learn to present public information on social networks properly and more. Conclusions. It was found that in recent years there have been many philological sites that provide information assistance and various services, creating electronic libraries, virtual laboratories, Internet projects, which contribute to the quality of training of philological specialties students.

scholarly journals Theoretical Principles of Using Steam-Technologies in the Preparation of the Teacher of the New Ukrainian School

2019 ◽  
Vol 5 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Olena Budnyk
Keyword(s):  
Social Activity ◽  
Data Communication ◽  
Digital Technologies ◽  
Digital Content ◽  
Learning Activity ◽  
Learning Tools ◽  
Digital Competence ◽  
Steam Education ◽  
Educational Establishment ◽  
Using Data

The Urgency of the problem of STEAM-education, need for training of relevant specialists, especially teachers for using modern digital technologies in the process of teaching students, orientation of the younger generation on STEM professions are discussed in the article. The essence of the digital competence of a modern specialist, which includes a system of knowledge and skills according to the conscious, responsible and critical use of digital technologies in the process of educational and labour activity, civil or social activity is defined by the author. It is revealed that the teacher's digital competence is manifested in his/her information literacy, culture of using data, communication in the information space, the ability to create relevant digital content. Theoretical principles of the introduction of innovative technologies in the pedagogical process of the New Ukrainian school are described. The forms and methods of using STEAM-technologies in a modern educational establishment are presented. The author stresses there is a need to use various learning tools during the work with students: presentations, laboratory tutorials and simulations, discussions, and peer collaboration to support learning activity, exploration, etc

Re-Thinking Pre-Service Mathematics Teachers Preparation

2012 ◽  
pp. 316-336 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Teacher Preparation Programs ◽  
Learning Tools ◽  
Preparation Programs ◽  
Teaching Content ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Pre Service Teacher

Powerful and modern digital technologies have significantly impacted mathematics teaching – both what is to be learned and how it should be learned. Technology, pedagogy, and content knowledge (TPACK) is the knowledge that teachers rely on for teaching content with appropriate digital technologies. What preparation do mathematics teachers need in order to develop this knowledge needed for integrating appropriate digital technologies as teaching and learning tools? The challenges of understanding TPACK and identifying appropriate educational programs for pre-service mathematics teachers call for thoughtful attention toward the development of the knowledge, skills, and dispositions that support the dynamic nature embedded within the TPACK construct. The design of appropriate pre-service teacher learning trajectories for developing a rigorous TPACK emphasizes that both how and where they learn to teach mathematics are fundamental to what is learned about teaching and learning mathematics. Redesign ideas and models support re-thinking and re-designing pre-service mathematics teacher preparation programs.

scholarly journals Creating pathways to developing a “Teacher Self” through metaphor analysis

2019 ◽  
Vol 106 (1) ◽  
pp. 41-58
Author(s):  
Chin-Wen Chien
Keyword(s):  
Foreign Language ◽  
Professional Identity ◽  
Student Teachers ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experiences ◽  
English Language Teaching ◽  
Professional Identities ◽  
Positive Attitudes ◽  
Writing Analysis

This study analyzed eight Taiwanese English as a foreign language student teachers’ metaphors to explore their self and professional identity. This study has four major findings. First, metaphor writing was able to reveal important information about student teachers’ professional identities. Second, in terms of teaching demonstrations, metaphors written by those who taught and those who observed were different, being seen as variously as an “adventure” or a “carousel,” for instance, due to their different teaching and learning experiences. Third, their metaphors or metaphor discussions were not in-depth revelations of their understanding and knowledge of English language teaching. Fourth, these participants held positive attitudes toward metaphor writing, analysis, and discussion as “useful for reflection.”

scholarly journals Adopting Digital Technology in Teaching and Learning Environment in Early Childhood Education Classes in Nairobi County, Kenya

2017 ◽  
Vol 2 (3) ◽  
pp. 18
Author(s):  
Odundo Paul Amolloh ◽  
Ganira Khavugwi Lilian ◽  
Milimu Gladys Shaji
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Fine Motor ◽  
Digital Competence ◽  
Childhood Education ◽  
Similarities And Differences ◽  
Early Childhood Settings

Dispositions towards use of digital technologies in modern early childhood settings have dramatically transformed aspects in education sector through development and integration of technology into education policy, curriculum and practice. Digital technology as a tool in instruction benefits learner’s fine motor skills, language and communication readiness, mathematical thinking as well as positive attitudes towards learning. Conversely inadequate educational and digital competence hampers teachers in Early Childhood Education (ECE) access to digital technology. This study assessed ways in which teachers in ECE in Kenya access digital technologies. It was designed as a two-phase exploratory mixed methods study. The design allowed collection of data from two groups of ECE educators: case study and survey teachers. Case-studies of two ECE centers (low and high technology) involving 11 ECE teachers were compared in order to examine similarities and differences in access to digital technologies. Similarly, teachers (n=508) in two education zones were surveyed and drawn in terms of similarities and differences in access to digital technologies. Findings indicated that ECE teachers in Kenya have limited access to digital technologies due to non-availability in ECE teaching and learning environments. To address this challenge, the study recommends Ministry of education to put emphasis on funding technology resources in early childhood settings. Furthermore, teachers in ECE should be exposed to a variety of developmentally appropriate digital technologies in order to effectively enhance teaching and learning.

scholarly journals New pedagogical configurations for traditional learning tools: a proposal

2017 ◽  
Author(s):  
Elena Raimúndez-Urrutia ◽  
Mariella Azzato Sordo
Keyword(s):  
Teaching And Learning ◽  
Digital Technologies ◽  
Traditional Learning ◽  
Learning Tools ◽  
Instructional Tools ◽  
Transmedia Storytelling ◽  
The World ◽  
Disruptive Innovations ◽  
Definition Of ◽  
Interactive Navigation

Digital technologies have changed the world dramatically and, as a consequence, higher education is undergoing significant teaching and learning transformations based on their use. The need to plan and produce disruptive innovations for traditional learning tools brings a challenge in this sense. One of these modern pedagogical perspectives is the use of transmedia storytelling in education, which has given a new configuration to instructional tools and have changed their forms and educational function. We present a proposal of specialized vocabulary in reproductive biology of plants using the principles of transmedia storytelling. The design of an educational transmedia artifact for the particular terminological entry of the term «polinizador» is shown to illustrate the proposed structure for the vocabulary. This artifact is constituted by diverse resources made with the use of different media and is based on the use of tags linked to each resource, which allow interactive navigation between them, structuring the storytelling about the selected term. Each resource adds particular information on the definition of the term, so that the student can obtain the answer he needs. Transmedia storytelling allows the students’ interaction with resources in a way consistent with their own interests, making them the center of their learning. 

scholarly journals Digital technologies in teaching and learning foreign languages: pedagogical strategies and teachers’ professional competence

2020 ◽  
Vol 15 (3) ◽  
pp. 76-88
Author(s):  
Thierry Karsenti ◽  
◽  
Olga Kozarenko ◽  
Victoria Skakunova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Online Survey ◽  
Professional Competence ◽  
Language Teaching ◽  
Digital Technologies ◽  
Foreign Language Teaching ◽  
Digital Learning ◽  
Digital Competence ◽  
Pedagogical Strategies

Research problem: Today’s education system must adapt to the digital revolution and use it to best advantage. One of the most critical paths to pursue is to develop digital skills among student teachers. Many Russian researchers have focused on practices of digital technology integration in foreign language teaching, but, few among them have formulated systematic teaching strategies. The aim of the study: To elaborate the pedagogical strategies for developing digital competence among students on the basis of the complex approach and scientific achievements in this field. Research methods: The research is based on the statistics obtained during an online survey among university and school teachers, students. While conducting the interviews additional information appeared and teachers’ opinions were specified. The participants included 100 university foreign language teachers as well as 120 students from Central Russia. Results: The analysis revealed how the professors organized their digital learning spaces. Among others, the findings highlighted on which aspects they spent more Internet time, and the factors that limited digital use in class. The analysis of the students’ responses revealed some problems in using digital tools while learning a foreign language. The results can be used in developing students’ competences and in elaborating syllabus and teaching materials. Conclusions and recommendations. On the basis of recent achievements and collected data, the complex of pedagogical strategies to form digital competence among students during the foreign language learning have been elaborated. With the appropriate pedagogical accompaniment, digital technologies allow the development of student teachers’ digital competence to meet the demands of the modern society. Thus, it can increase the efficiency of foreign language teaching and will contribute to students’ personal development.

scholarly journals Development Of History Interactive Learning Media Through Ludo Teaching To Improve Student's Critical Thinking

2020 ◽  
Vol 3 (2) ◽  
pp. 252
Author(s):  
Aisyah Nur Hanifah
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Process ◽  
Learning Tools ◽  
School Students ◽  
Positive Attitudes ◽  
History Learning ◽  
Evaluation Stage ◽  
Improving Student Learning

<p>The teaching and learning process is a communication process that undergoes and changes to develop an interactive-based learning model, with the use of learning media being part of learning resources which is a combination of software (learning materials) and hardware (learning tools). Media can foster positive attitudes in students and transform the role of teachers in a more positive and productive direction. According to Reigeluth (1999), in supporting the learning process there are three learning variables, namely variables of learning conditions, methods, and variables of learning outcomes. Knowledge in historical teaching materials to Vocational Middle School Students, a teacher not only teaches theory but also through practice, like playing Ludo games. By learning to use game teaching, ludo in history learning can be a capital for teachers to act as an evaluation stage in measuring students' ability to be able to improve their thinking power through HOTS questions. The need to increase critical thinking in students, because of the enormous influence of critical thinking in improving student learning so that the results are good and following what is expected by teachers in schools. Bayer (1995), “Reasonable critical thinking.” Critical thinking is useful for studying the validity of the form (statements, ideas, arguments, research, etc.).</p>

Rethinking Student Teacher Feedback: Using a Self-Assessment Resource With Student Teachers

2017 ◽  
Vol 70 (2) ◽  
pp. 155-168 ◽  
Author(s):  
Lauren Oropeza Snead ◽  
H. Jerome Freiberg
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Self Assessment ◽  
Self Reflection ◽  
Assessment Measure ◽  
Self Assessments ◽  
Pedagogical Changes ◽  
Novice Educators

This study examines 10 preservice teachers’ use of Freiberg’s Person-Centered Learning Assessment (PCLA), a self-assessment measure. The PCLA serves as an individualized resource for educators to assess their classroom teaching and learning particularly in the affective domain. Study findings indicate that the 10 student teachers identified future pedagogical changes as a result of utilizing the PCLA, with eight student teachers specifically identifying changes in their classrooms prior to completion of the study. As explored in this study, self-assessments seem to provide novice educators with a unique form of feedback and have the potential to lead to deeper levels of pedagogical self-reflection and resulting changes.

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