Beyond Borders

2021 ◽  
pp. 275-303
Author(s):  
April D. Lawrence ◽  
Judith B. Harris
Keyword(s):  
Online Teaching ◽  
Empirical Literature ◽  
Pedagogical Practice ◽  
Teaching Excellence ◽  
Pedagogical Content ◽  
Research And Practice ◽  
Teaching Standards ◽  
Learning Contexts ◽  
Literature Base ◽  
K 12

This synthesis of relevant research and practice publications examines, explains, and illustrates the fivefold hallmarks of effective online teaching in K-12 learning contexts. These attributes of online K-12 teaching excellence include technologically-informed pedagogical content knowledge, or TP(A)CK; student-focused, curriculum-based, contextually-sensitive pedagogical practice; awareness and astute implementation of current online teaching standards; and demonstrated teacher presence, caring, and engagement online. All of these aspects of effective online teaching combine to catalyze and support engaged, communal, and digitally responsible student learning online. The authors acknowledge that the empirical literature base for effective online teaching in K-12 learning contexts, while growing, is still sparse, with considerably more research having been completed and reported to date in higher education.

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

scholarly journals How Korean K-12 Educators Adapted to Online Teaching and Promoted Digital Equity During COVID-19: A Mixed-Method Study on Practices and Perceptions

2021 ◽  
Vol 10 (1) ◽  
pp. 59
Author(s):  
Eunhye Grace Ko ◽  
Soo Hyoung Joo ◽  
Kyu Yun Lim ◽  
Paul E. Resta ◽  
Eun Kyoung Jang
Keyword(s):  
Mixed Method ◽  
Online Teaching ◽  
Pedagogical Content ◽  
Equity Issues ◽  
First Semester ◽  
South Korean ◽  
Digital Equity ◽  
Survey Responses ◽  
K 12 ◽  
Korean Schools

The abrupt transitions to online teaching during COVID-19 have exacerbated educational discrepancies worldwide. South Korean schools faced similar challenges primarily due to the insufficient infrastructure and pedagogical guidelines for online teaching. This mixed-method case study investigated how Korean K-12 teachers and administrators converted to online teaching and addressed related digital equity issues during their first semester of online teaching in response to the pandemic. Interviews, as well as survey responses at the beginning and end of the semester, were analyzed through Activity Theory (AT) and Technological Pedagogical Content Knowledge (TPACK) frameworks. The study's key insights were that the digital equity issue is related to quality teaching issues beyond infrastructural problems and that teachers took various strategies to maximize the effectiveness of their blended teaching. We aim to shed light on supporting equitable online learning and sustaining positive changes in the post-COVID era.

K-12 Teachers’ Online Teaching Intention: Factors of Teacher Demography and Platform Function

2021 ◽  
Author(s):  
Jie Liu ◽  
Liyuan Wei ◽  
Yayun Liu ◽  
Peiyu Wang ◽  
Tianjiao Chen ◽  
...  
Keyword(s):  
Online Teaching ◽  
K 12

scholarly journals Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Abdul Razif Zaini ◽  
Yaakob Hassan ◽  
Zulkefli Hamat ◽  
Taufik Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Online Assessment ◽  
School Teachers ◽  
Learning Session ◽  
Pedagogical Content ◽  
Essential Components

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

scholarly journals Time Regulation as Institutional Condition for Children’s Outdoor Play and Cultural Formation in Kindergarten

2021 ◽  
pp. 111-128 ◽  
Author(s):  
Åsta Birkeland ◽  
Hanne Værum Sørensen
Keyword(s):  
Research Question ◽  
Weather Conditions ◽  
Outdoor Play ◽  
Pedagogical Practice ◽  
Pedagogical Content ◽  
Cultural Formation ◽  
Institutional Condition ◽  
Dialectical Relationship ◽  
Children's Activities ◽  
Outdoor Playtime

AbstractTime regulation is an important aspect of the everyday life in any kindergarten and has an impact on which activities are given priority. In this case study, the outdoor playtime in one kindergarten in China and one in Norway is compared based on the understanding that children’s cultural formation develops in a dialectical relationship between children’s interests and motives and societal, institutional, and weather conditions. The aim of the article is to identify how time regulations provide conditions for children’s play and cultural formation during outdoor playtime. The research question is: How does institutional time regulation interplay with the pedagogical practice and children’s activities in the outdoor playtime? Employing a cultural-historical approach, drawing on Hedegaard’s concepts of development and cultural formation as an individual, institutional and societal process, the dialectical interplay between institutional time regulation and children’s engagement in outdoor activities is the unit of analysis in this study. Our findings indicate that the kindergarten teachers in the Chinese kindergarten as well as the Norwegian kindergarten aim to adjust the pedagogical content and time schedule to the traditions, values, and conditions in both countries. This chapter contributes to knowledge about the interplay between institutional conditions and children’s activities and cultural formation in outdoor play.

The K-12 Online Teaching Dynamic

2021 ◽  
Author(s):  
Scott E. Van Vooren
Keyword(s):  
Online Teaching ◽  
K 12

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

Online Instructional Strategies for Enhancing Teachers' TPACK

2019 ◽  
pp. 257-278 ◽  
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Instructional Strategies ◽  
Critical Reflection ◽  
Learning Experiences ◽  
Technological Pedagogical Content Knowledge ◽  
Shared Knowledge ◽  
Major Theme ◽  
Pedagogical Content ◽  
Rich Description ◽  
Individual Knowledge ◽  
K 12

This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their technological pedagogical content knowledge (TPACK) for teaching with technologies. The experiences modeled learning through inquiry tasks that merged content, technology, and pedagogy as envisioned in TPACK. The participants connected with the experiences as students learning about and with digital image and video technologies. Reflections on the experiences as teachers combined with the discourse interactions among the communities to influence their resulting individual critical reflections. A major theme was the recognition of the importance of shared knowledge as expanding individual knowledge. Four TPACK components revealed that the collection of the experiences, discourse, and critical reflection enhanced the participants' TPACK leading to recommendations for the design of online in-service teacher learning experiences for enhancing teachers' TPACK.

Online TPACK Learning Trajectory Tools and Processes

2016 ◽  
pp. 53-77
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Learning Trajectory ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Graduate Coursework ◽  
Individual Knowledge ◽  
Multiple Case ◽  
K 12 ◽  
Constructing Knowledge

A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In this course, inservice K-12 teachers' relearn, rethink, and redefine teaching and learning for developing a 21st century literacy significantly influenced by the proliferation and societal acceptance of multiple digital technologies. The research examination identifies insights about the incorporation of the key tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) in the online learning trajectory for reframing teachers' Technological Pedagogical Content Knowledge (TPACK). Three themes reveal how the online learning trajectory relies on these tools and processes for enhancing the participants' learning: the tools and processes are needed for constructing knowledge, for transitioning the participant's thinking as a student to that of a teacher, and for recognizing the value of pedagogical strategies for teaching and learning with technologies.

The Extent of K-12 Online Teacher Development

2021 ◽  
pp. 924-944
Author(s):  
Jean S. Larson ◽  
Leanna Archambault
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Online Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Teachers ◽  
Online Teacher ◽  
Online Schools ◽  
K 12

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

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