Section archive - ICT & Teaching
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The paper aims to develop training for teachers to perceive non-verbal cues in online classes. The training is prepared based on a mindmap suggesting alternative tools available in the online platforms to gauge non-verbal cues in online lectures. The findings indicate that after the training, teachers could perceive students’ non-verbal cues during online classes in a better manner.
Updated: Aug. 11, 2022
The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education
This study aims to identify the factors that explain undergraduate students’ adjustments to emergency remote teaching (ERT) during the COVID-19 crisis. The participants were 390 undergraduate students from four academic colleges in Israel who responded to the role adjustment to online learning questionnaire and the motivated strategies for learning questionnaire. The quantitative findings showed low adjustment rates to ERT, moderate use of metacognitive strategies, and moderate environmental and personal distractions. Adjusting to ERT was related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The findings highlight the different barriers that affected undergraduate students’ adjustments to ERT during the first semester after the COVID-19 pandemic began. The rapid changes to teaching-learning educational platforms are challenging higher education institutes (HEIs) to improve their support for diverse students from different backgrounds and academic experiences.
Updated: Jul. 26, 2022
Most research has examined flipped learning (FL) 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.
Updated: Jul. 12, 2022
In this research, teacher education and competencies are examined in the transition to the digital transformation process in Northern Cyprus. In addition, tools for measuring digital competencies and teacher-oriented changes will be introduced. It is thought that determining the competencies of teachers and the tools measuring these competencies within the scope of the digitalization process will be effective in ensuring quality in education on behalf of Northern Cyprus in the future and will shed light on future research. In the literature review, although the number of studies of Northern Cyprus in measuring the digital competence of teachers/teacher candidates’ is remarkable, it has been determined that there are not enough with respect to the importance of the subject. Considering the rapid transition and adaptation to the digital transformation process, especially during the pandemic period, since teachers are the most important part of digital education, it is foreseen that more qualitative or quantitative research is needed to interpret and measure digital competencies.
Updated: Jun. 27, 2022
Understanding and addressing the challenges of teaching an online CLIL course: a teacher education study
This exploratory action research study aims to understand the challenges that a group of pre-service teachers faced while participating in an undergraduate course unit introducing Content and Language Integrated Learning (CLIL) teaching in an online context (Cycle 1), and the way in which they implemented plans of action (Cycle 2) to address issues uncovered in Cycle 1. The study found that the pre-service teachers experienced problems applying appropriate English teaching approaches to promote their pupils’ communicative competence. Four measures were applied in Cycle 2, such as restructuring the training-teaching module, reinforcing the concept of English as a lingua franca to promote students’ communicative skills, selecting authentic materials to enhance students’ motivation, and obtaining administrative support to resolve technological problems. The results from English proficiency tests showed that the pupils improved their reading and listening skills in Cycle 2. Although the actions taken in Cycle 2 were focused on improving pupils’ English abilities, these actions also had the effect of enhancing the pre-service teachers’ CLIL pedagogical concepts, such as the translanguaging approach. The study provides a detailed description of CLIL teaching with online storybooks and adds to the body of much-needed studies of CLIL in practice, especially in the Asian context.
Updated: Jun. 27, 2022
Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education
The objective of this work was to take a close look at the profile of the digital competence of pre-service early childhood and primary school teachers. To this end, 200 students from Education degrees participated in filling out the Perceptions Questionnaire on Digital Competence. The results show that future teachers present a medium level of digital competence and have some difficulties with the dimension related to the creation of content. Also, results show how over the years, and sometimes over the courses, the dimensions of teaching digital competence improve significantly. No significant differences were found regarding type of university and gender. These results have important implications for curriculum design and teacher training regarding digital competence development in pre-service teachers.
Updated: May. 14, 2022
E-coaching Preschool Teachers to Use Simultaneous Prompting to Teach Children with Autism Spectrum Disorder
In this study, researchers examine the impact of e-coaching (including a web-based professional development (PD) portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the e-coaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors. E-coaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about e-coaching and the SP procedure. Limitations and implications for future research are discussed.
Updated: Feb. 27, 2022
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
In this study the authors report two studies on the testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia. SBL uses interactive classroom scenarios to enhance the self-efficacy and classroom readiness of preservice teachers. Findings from Study 1 indicated that participants found the activity engaging and useful, with increased self-efficacy and preparedness for teaching placements. Findings from Study 2 revealed that most participants reported higher levels of placement self-efficacy and preparedness. There was a statistically significant intervention effect on emotional classroom readiness, but not on teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness.
Updated: Jan. 19, 2022
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments
This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management. A total of 134 student teachers analyzed classroom management from one of three different perspectives: 36, from an observer perspective by viewing videos of unknown teachers (TG-V); 46, from only a protagonist perspective by remembering own teaching (TG-T); and 52, from both a protagonist and an observer perspective through videos of their own, their peers, and unknown teaching (TG-VT). An untreated control group (CG) received no classroom management training. Learning gains were investigated in a quasi-experimental pre–post–follow-up design using a mixed-methods approach. Results showed that all interventions fostered strategic knowledge of classroom management. Analyzing videos from own and unknown teachers (TG-VT) had the strongest positive effect on professional vision, but analyzing own teaching from memory also had higher effects on professional vision and multiperspectivity than analyzing stock videos.
Updated: Dec. 20, 2021
Pre-service early childhood teachers (PECTs) are expected to support young children’s engaged and meaningful use of ICT for early learning and development. Unless teachers believe that ICT is beneficial for young children, they will be unable or unwilling to encourage and support children’s use of ICT in educational environments. This paper aims to uncover PECTs’ attitudes and intentions regarding young children’s use of ICT through a survey on 410 PECTs in a Chinese university. The majority of the PECTs had low positive perceptions of the role of ICT for young children, whereas they expressed great willingness to support young children’s use of ICT. There are considerable parameters which influence both PECTs’ attitudes and intentions: ICT ownership and daily use, the frequency of ICT use, ICT professional learning or training and ICT skills. Implications for PECTs teacher education preparation were discussed.
Updated: Nov. 25, 2021