Preservice Physical Education Teachers’ Digital Literacy

Introduction and theoretical framework Teachers play a central role in the process of digitalizing education (Wohlfart & Wagner, 2022). However, international studies confirm that teachers in Germany have low digital skills and rarely use digital tools in teaching (Eickelmann et al., 2019). Therefore, this study investigates how digitally competent trainee teachers in the subject of physical ed-ucation assess themselves and analyzes the interdependency of digital literacy, role modeling by university lecturers, and intended integration of ICT in future teaching. The Technological Pedagogical Content Knowledge (TPACK) framework guided the study (Mishra & Koehler, 2006). Method A 50-item questionnaire based on Schmidt et al.’s (2009) validated TPACK questionnaire was administered to a subject-specific sample of all 185 pre-service physical education teachers in Baden-Württemberg, Germany. The survey included questions on de-mographics, education-specific information, content- and context-related information as-sociated with the TPACK model (scale from 1=disagree to 5=agree fully), and role model-ling of ICT integration in higher education and in respondents’ own intended practice. Results The results show that the pre-service physical education teachers feel better prepared in terms of content knowledge (CK; m=4,25, SD=0,53) above pedagogical knowledge (PK; m=3,81, SD=0,55) for an increasingly digital educational environment. While they feel confident in conveying content knowledge in a pedagogic manner (PCK; m=3,96, SD=0,59), the integration of technology highlighted both lower values and more variance in the self-assessment (TK, TPK, TCK, TPACK; m=3,30-3,57; 0,63-0,76). The correlation analysis of the knowledge domains shows significant correlations between the seven knowledge domains with moderate to large effect. Finally, the results of the regression models show a positive effect of CK and PK on overall intent to integrate ICT in teaching (R2 = 0.178, adjusted R2 = 0.163, p < .05) and the results further indicate that the effects of role modeling depend on the choice of ICT. Discussion PK and CK (rather than self-assessment within the technology-specific dimensions) had a positive impact on the intent to integrate ICT in PE. While the consideration of ICT in the classroom still represents a barrier, specific support for the pedagogical implementation of ICT (TPK) may have a (subject-specific) positive influence on TPACK. Further, the results confirmed the positive effect of teacher educators\u27 role modeling on digital literacy and general ICT integration intent, including specific types of ICT. We discuss the potential implications of inadequate role modeling on pre-service teachers and PE instruction. References Eickelmann, B., Bos, W., Gerick, J., Goldhammer, F., Schaumburg, H., Schwippert, K. & Vahrenhold, J. (2019). ICILS 2018# Deutschland. Computer-und informationsbezogene Kompetenzen von Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking. Münster. Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054. Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/https://doi.org/10.1080/15391523.2009.10782544 Wohlfart, O., & Wagner, I. (2022). Teachers\u27 role in digitalizing education: An umbrella review. Educational Technology Research and Development. https://doi.org/10.1007/s11423-022-10166-

Analysis of the integration of ICT in Second Language Learning in Prescholl in Colombia

[EN] The introduction of Information and Communications Technologies (ICT) in the educational sphere is becoming more and more essential due to its potential as a pedagogical tool. This study aims to evaluate some factors that facilitate and hinder the pedagogical use of ICT in the context of learning English as a second language (L2) at preschool education levels. Through the methodology of Design Thinking, it is possible to structure the characteristics that a playful interface should have in order to support this educational process and, especially, to satisfy the needs of an environment that intends to make the most of the technological resources it has. To this end, this methodology takes into account the experience of direct users (children), indirect users (teachers) and the socio-economic dimension of educational centres, headed by managers. In this sense, two ad hoc questionnaires were completed by the school executives and teachers, respectively, in a specific educational context of Barranquilla, Colombia. The questionnaires were administered to 25 schools. Data analysis showed the importance of ICT in improving the teaching and assessment process. At the same time, it shows the levels of frustration of some teachers who use technologies with low levels of training or with self-generated content that limit the use of ICT in an appropriate way. These results will outline a number of characteristics that should be considered when implementing actions to improve the teaching of English in the classroom using digital tools.This research work has been supported by the Universidad del Norte in Barranquilla, Colombia, within the framework of the teacher training programe.Harris Bonet, P. (2021). Analysis of the integration of ICT in Second Language Learning in Prescholl in Colombia. The EuroCALL Review. 29(1):50-59. https://doi.org/10.4995/eurocall.2021.131385059291Albert, M. (2007). La investigación educativa: Claves teóricas. Madrid: Mc Graw Hill.Arribas, J. C., Gutiérrez, S. M., Gil, M. C., & Santos, A. C. (2014). Recursos digitales autónomos mediante realidad aumentada. Revista Iberoamericana de Educación a Distancia, 241-274.Briones, S. (2001). Las tecnologías de la información y la comunicación: su impacto en la educación. Píxel-Bit. Revista de Medios y Educación, 67-78.Briones, S., & Martínez, M. (1998). La Educación a Distancia: Hacia Un Encuentro De sentidos. III Seminario Internacional de Educación a Distancia. Córdoba: Universidad Nacional de Córdoba.Cely, R. M. (4 de octubre de 2017). Ministerio de Educación de Colombia. "Como país estamos mejorando en el nivel de inglés: Rosa Cely, gerente Colombia Bilingüe". Available from https://www.mineducacion.gov.co/1759/w3-article-363158.html?_noredirect=1Cronbach, L. (1951). Coefficient alpha and the internal structure of tests. Illinois: P. Sychometrik. https://doi.org/10.1007/BF02310555Heckman, J.J. (2016). There's more to gain by taking a comprehensive approach to early childhood development. The economics of human potential.Ministerio de Tecnologías de la Información y las Comunicaciones de Colombia. (6 de Julio de 2018). "Brecha digital en educación se redujo en 83% en el país durante Gobierno Santos". Available from https://www.mintic.gov.co/portal/inicio/Sala-de-prensa/MinTIC-en-los-medios/75719:Brecha-digital-en-educacion-se-redujo-en-83-en-el-pais-durante-Gobierno-SantosPresidencia de la República de Colombia (18 de jueves de 2016). "Gobierno Nacional entrega 4.330 computadores para estudiantes en Barranquilla". Available from http://es.presidencia.gov.co/noticia/Gobierno-Nacional-entrega-4330-computadores-para-estudiantes-en-Barranquill

Construction informatics in Turkey: strategic role of ICT and future research directions

Construction Informatics deals with subjects ranging from strategic management of ICTs to interoperability and information integration in the construction industry. Studies on defining research directions for Construction Informatics have a history over 20 years. The recent studies in the area highlight the priority themes for Construction Informatics research as interoperability, collaboration support, intelligent sites and knowledge sharing. In parallel, today it is widely accepted in the Architecture/Engineering/Construction (AEC) industry that ICT is becoming a strategic asset for any organisation to deliver business improvement and achieve sustainable competitive advantage. However, traditionally the AEC industry has approached investing in ICT with a lack of strategic focus and low level of priority to the business. This paper presents a recent study from Turkey that is focused on two themes. The first theme investigates the strategic role of ICT implementations from an industrial perspective, and explores if organisations within the AEC industry view ICT as a strategic resource for their business practice. The second theme investigates the ‘perspective of academia’ in terms of future research directions of Construction Informatics. The results of the industrial study indicates that ICT is seen as a value-adding resource, but a shift towards the recognition of the importance of ICT in terms of value adding in winning work and achieving strategic competitive advantage is observed. On the other hand, ICT Training is found to be the theme of highest priority from the academia point of view

Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program

This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development program from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed method research approach, we collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader program focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise, and 5) access to adequate resources. The discussion centers on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education

Construction informatics in Turkey: strategic role of ICT and future research directions

Construction Informatics deals with subjects ranging from strategic management of ICTs to interoperability and information integration in the construction industry. Studies on defining research directions for Construction Informatics have a history over 20 years. The recent studies in the area highlight the priority themes for Construction Informatics research as interoperability, collaboration support, intelligent sites and knowledge sharing. In parallel, today it is widely accepted in the Architecture/Engineering/Construction (AEC) industry that ICT is becoming a strategic asset for any organisation to deliver business improvement and achieve sustainable competitive advantage. However, traditionally the AEC industry has approached investing in ICT with a lack of strategic focus and low level of priority to the business. This paper presents a recent study from Turkey that is focused on two themes. The first theme investigates the strategic role of ICT implementations from an industrial perspective, and explores if organisations within the AEC industry view ICT as a strategic resource for their business practice. The second theme investigates the ‘perspective of academia’ in terms of future research directions of Construction Informatics. The results of the industrial study indicates that ICT is seen as a value-adding resource, but a shift towards the recognition of the importance of ICT in terms of value adding in winning work and achieving strategic competitive advantage is observed. On the other hand, ICT Training is found to be the theme of highest priority from the academia point of view

How can I encourage multi-stakeholder narrative and reflection on the use of ICT in Teacher Professional Development programmes in Rwanda?

This is an action research enquiry into how I can improve my practice to encourage multi-stakeholder narrative and reflection on the use of Information and Communication Technology (ICT) in Teacher Professional Development (TPD) programmes in Rwanda. I examine the complexity of the ICT-TPD landscape in the Africa Region. I describe two action research cycles in which I attempt to encourage reflection on ICT in professional development in Rwanda. In each cycle I explore the potential of an Activity Theory lens for probing the issues and examining the perspectives of the stakeholder community of teachers, teacher educators, curriculum developers and researchers affiliated to national ICT in TPD programmes and initiatives. I integrate a “Most Significant Change” narrative technique to engage participants in telling stories of significant change in their practice with technology integration. Through the rigour of the action research living theory approach I come to a number of conclusions about my own values and how I actually live my values in practice as I engage with partners in discourse and reflection for mutual learning on the issues of ICT integration in Teacher Professional Development

Conditions for the successful implementation of teacher educator design teams for ICT integration : a Delphi study

Teacher educators often struggle to model effective integration of technology. Several studies suggest that the involvement of teacher educators in collaborative design is effective in developing the competences necessary for integrating information and communication technology (ICT) in teaching. In a teacher educator design team (TeDT), two or more teacher educators (re-)design curriculum materials together. For the successful implementation of TeDTs, conditions at both team and institutional levels have to be taken into account. However, there is little consensus among stakeholders about which of these conditions are of highest priority. Most studies present priority or critical conditions from the viewpoint of just one group (e.g., school leaders). A Delphi study was set up aiming at synthesising the knowledge and views of various stakeholders about the conditions for the successful implementation of TeDTs for ICT integration. Consensus about the importance of ten conditions was reached in the entire sample after three rounds. These conditions include a long-term vision, trust, ownership, time and supportive institutional policies

An information and communications technology (ICT)-enabled method for collecting and collating information about pre-service teachers' pedagogical beliefs regarding the integration of ICT

This paper describes a method that utilized technology to collect and collate quantitative and qualitative data about pre‐service teachers’ use of networked technologies during a 12‐week undergraduate course, and the impact of this use on their pedagogical beliefs regarding the integration of information and communications technology (ICT). The technologies used captured and analysed students’ spoken and written communication while engaging in four synchronous online tasks, and also collected evaluation data from online interviews, surveys and diaries. The richness of data afforded by this ICT‐enabled method enabled the research to produce a rich narrative of how the students used the technology and provided evidence of a change in pre‐service teachers’ pedagogical beliefs during the course