Building Reflective Practices Through a Digital Literacy Portfolio in an Online Context

2020 ◽  
pp. 45-64 ◽  
Author(s):  
Jackie Marshall Arnold ◽  
Mary-Kate Sableski
Keyword(s):  
Literacy Instruction ◽  
Digital Literacy ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Evidence Based Practices ◽  
Face To Face ◽  
The Face ◽  
Collaborative Context ◽  
Future Practice

Digital storytelling is a way to utilize evidence-based practices in an online context that incorporates foundational literacy content with digital tools. Two literacy professors sought to maximize candidate learning and engagement through authentic, purposeful practices. This chapter details the utilization of a digital literacy portfolio assignment as part of an online, collaborative context to facilitate candidates' articulation of beliefs and understandings about effective literacy instruction. As candidates engage across both the face-to-face and online contexts, they develop understandings about effective literacy instruction, the application of digital tools in the classroom instruction, and a lived sense of the content of the ILA Standards that will inform their future practice. While teacher education programs face political scrutiny and intense pressure to incorporate vast amounts of content, the assignment described in this chapter provides an opportunity to facilitate candidates' learning in an online environment.

Digital tools to promote remote lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna C. Weaver ◽  
Gabriel Matney ◽  
Allison M. Goedde ◽  
Jeremy R. Nadler ◽  
Nancy Patterson
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Online Courses ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Isolation ◽  
Content Type ◽  
Face To Face ◽  
Using Data

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

The disobedient professional: Applying a nomadic imagination toward radical non-compliance

2018 ◽  
Vol 19 (2) ◽  
pp. 187-198 ◽  
Author(s):  
Sheri Leafgren
Keyword(s):  
Teacher Education ◽  
Professional Life ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Teacher ◽  
Standing Up ◽  
The Face

“Professionalism was basically a ton of petty shit, nothing ever to do with standing up for children in the face of harmful rules, curriculum, other teachers, administrators, etc. It was basically how to comply.” As the student quoted here makes clear, a “professional” teacher must learn to comply, even when doing so does harm to children. This article serves to disrupt the narrow and striated notions of professionalism promoted in many teacher education programs—notions that beg clarity on what is really believed about teaching, children, and what really matters. In school(ed) places, accepting—even welcoming—constraints and blinders that serve to sustain the broader injustices, inequities, and ignorance that infect society is common practice and is often shrouded in the cloak of professionalism. In examining the consequences of compliance disguised as professionalism, it becomes clear that what is necessary to reimagine school places is a nomadic and radical non-compliance. Radicalizing a teacher’s professional life requires deep inquiry, skepticism, integrity, and a nomad’s willingness to challenge and disrupt. Included in this article are examples of critique in the context of reimagining school spaces as spaces of joy, generosity, and justice; of creative maladjustments in the face of mundane mandates; and of the ways in which teachers can radically and nomadically non-comply in order smooth the striations of school(ed) spaces.

Developing Digital Literacy

2017 ◽  
pp. 670-685
Author(s):  
Carolyn Haviland Obel-Omia
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Education ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Literacy Teachers ◽  
Education Programs ◽  
Reading And Writing

Teacher education programs are increasingly responsible for preparing teachers who use technology fluently across curricula. Future teachers must define literacy more broadly than they have in the past to include digital modes of reading and writing. Experience with digital tools in literacy methodology courses provides opportunities for teacher candidates to reflect critically on these tools, preparing teachers to use technology to its advantage in elementary school classrooms. This chapter describes four digital practices designed to engage teacher candidates in participating in and reflecting on authentic reading and writing to develop next-generation literacy teachers. These practices include examples of activities that can be adapted to both teacher preparation and elementary education classrooms.

scholarly journals Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

2022 ◽  
Vol 11 (2) ◽  
pp. 653-661
Author(s):  
Yong-Jik Lee ◽  
Robert Davis* ◽  
Yue Li
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Flipped Learning ◽  
Education Programs ◽  
Self Directed Learning ◽  
Learner Engagement ◽  
Face To Face ◽  
Directed Learning ◽  
Collaborative Activities ◽  
Synchronous Online

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

scholarly journals El espejismo de la participación ciudadana en tiempos de COVID-19

2020 ◽  
Vol 10 (20) ◽  
pp. 47-70
Author(s):  
Juan de Lucas Osorio
Keyword(s):  
Digital Literacy ◽  
New Technologies ◽  
County Council ◽  
Face To Face ◽  
The Public ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Face ◽  
The One ◽  
Social Entities

This article aims to show how the pandemic situation has given rise to the digital exodus of activities that were originally designed to be carried out in person, organized by public bodies (town councils, county council and the Andalusian Ministry of Employment, Training and Autonomous Work) and non-governmental organizations (associations, foundations of Andalusia), raising the following questions: Are face-to-face activities transferred to the digital sphere without adapting? Are there triggers to encourage participation? Do you offer a solution in terms of technological tools or digital literacy to access the activity? To give answers to these questions, between April and September 2020 we have analyzed 233 activities, 91 activities of public organizations and 142 of social entities: training course, informative workshops, conferences, orientation, and presentation of resources. In these activities the main areas covered were: employment, social revitalization, new technologies, gender equality, health, entrepreneurship and resources for youth. With these questions, necessary and current, we obtain answers that lead to a lack of transformation of face-to-face activities towards the digital field, which does not take advantage of the benefits of digital tools; Institutions and organizations do not take into account the degree of knowledge of the public with respect to communication channels and that they require them to know how to use, without forgetting the economic circumstance and assuming that each person has the necessary software and hardware to be a connected citizen. In parallel, we have discovered that this acceleration of the digital transformation of face-to-face activities has found social entities devoid of knowledge and materials. On the one hand, it does not have the materials to carry out the subsidized programs, but the administration requires it to develop them, and on the other hand, it does not have the resources to offer citizens quality technological services, since its mission was based on in the face-to-face field, for which they demand training for their workers and collaborators, as well as computer equipment not only so that citizens can participate but also so that the organization itself can develop its relationship with the administrations.

Using Technology to Prepare 21st Century Educators

2020 ◽  
Author(s):  
Therese M. Cumming
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
21St Century ◽  
Digital Literacy ◽  
Innovative Technology ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The World ◽  
The Future ◽  
Information And Communication

The use of real-time technology has caused the world to “shrink,” with society becoming more global and information- and communication-based. The amount of information that people are exposed to continues to increase exponentially, requiring a new definition of literacy that includes digital literacy and other 21st-century skills. However, the implementation of technology in education has not kept up with how it is used in peoples’ lives. The main role of teachers is to prepare students to become literate, globally informed citizens. Generation Z, or the technology generation, are tech savvy and used to instant action and access to information due to their experiences with the Internet. Although students are proficient with and regularly use mobile devices and other information and communication technologies (ICTs), their teachers have difficulty integrating these technologies into their pedagogy beyond basic functional uses. The goals of educational technology are often not readily apparent in classrooms; this is problematic, as technology has the potential to be used for critical thinking, collaboration, and the dissemination of new knowledge. Therefore, teacher education programs have a responsibility to ensure that teachers of the future are globally aware, proficient with current innovative technology tools and information resources, and have the ability to adapt to tools and educational strategies of the future. Supporting preservice teachers in their acquisition of digital literacy can widen their views of the world and strengthen their skills in locating, assessing, organizing, analyzing, and presenting information. Teaching preservice teachers to use the technological pedagogical content knowledge (TPACK) model and embedding new technologies throughout teacher education programs can support preservice teachers’ global understandings and information literacy, as well as develop their expertise in the use of the technology itself. Instruction in digital literacies can help preservice teachers to hone their teaching skills and minimize the isolation and anxieties that are often experienced during their field experiences.

Training Teachers for a Virtual School System

2013 ◽  
pp. 1398-1415
Author(s):  
Michael K. Barbour
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
Virtual Schools ◽  
Virtual School ◽  
Teacher Education Programs ◽  
Full Time ◽  
Education Programs ◽  
Face To Face ◽  
Cyber Schools ◽  
K 12

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling.

scholarly journals Suddenly moving large classes online: Illuminating the experience of the teaching staff in one university

2021 ◽  
Author(s):  
Mark Anthony Glynn ◽  
Ann Marie Farrell ◽  
Karen Buckley ◽  
Rob Lowney ◽  
Sean Smyth ◽  
...  
Keyword(s):  
Large Class ◽  
Teaching Staff ◽  
Review Of Literature ◽  
Large Classes ◽  
Face To Face ◽  
Early Stages ◽  
The Face ◽  
Sudden Transition ◽  
The Impact ◽  
Future Practice

In early 2020, the transition of large classes from the face-to-face to the online context occurred overnight and at scale at a time when the crisis was being faced at all levels of society, nationally and internationally. This paper is based on research which examined the impact of this sudden transition on large classes in Dublin City University with a view to illuminating the experience to inform future practice (Authors., in press). A rapid, systemised review of literature was carried out with the aim of contextualising data gathered through surveys with staff and students in relation to our experience of moving large classes online in the early stages of the Covid-19 pandemic. While the study examined the impact from the perspectives of teaching staff and students, this paper reports on the perspectives of teaching staff only. Large class teachers found this experience challenging, reporting a sense of isolation and worry. However  it would seem that opportunity was seen in the face of adversity, whereby staff have identified potential for better ways of doing things going forward as a result of their experiences between March and May 2020

scholarly journals The Impact of University Uniqueness on Indonesian Universities' Competitiveness in the New Normal Education System

2022 ◽  
Vol 13 (3) ◽  
pp. 2731-2739
Author(s):  
Bob Foster ◽  
Muhamad Deni Johansyah
Keyword(s):  
Knowledge Dissemination ◽  
Learning Method ◽  
Education Programs ◽  
New Normal ◽  
Face To Face ◽  
Online Higher Education ◽  
The Face ◽  
Face To Face Learning ◽  
The Impact ◽  
Unique Capability

The new normal learning process remains extremely difficult to implement due to changing one's mentality. Educators are not agents of knowledge dissemination. Nonetheless, it must fundamentally transform into motivators, inspirations, and collaborators in the process of developing the capacity to ask critical questions about the information contained in cyberspace and the general dearth of universities. It can organize online higher education programs properly is still a small number and coupled with students' lack of comprehension of the material provided by the lecturer online, which is significantly different from the face-to-face learning method. This research was conducted descriptively by employing a quantitative approach. This research aims to ascertain the capabilities of universities and their impact on the results achieved by universities in terms of competitiveness. The study's findings indicate that the university's unique capability significantly impacts its competitiveness.

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

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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