In-Service Teacher Professional Learning in Australia: Lessons Learnt from COVID-19

Abstract: Professional Learning (PL) for Australian teachers is a crucial and integral aspect of their practice and is mandated under Australian legislation. This article briefly describes PL in Australia and outlines the importance of teacher PL, setting out ways it can be undertaken in different jurisdictions around Australia. The focus then moves to discussion on ways in which PL was impacted during 2020-2021 as result of COVID-19. In particular, online PL is examined indicating that, for teachers in Australia, the move to online teaching and PL was sudden and was something teachers were not prepared for. Possible futures are explored with potential changes to the implementation of PL, incorporating online and face-to-face modes. Aspects of formal and informal learning are considered accordingly. In focusing on informal learning, the way that social media supported PL during COVID-19 is examined. The potential changing focus of PL as a result of COVID-19 is investigated with a focus on online safety, wellbeing (which includes suicide), and hybrid learning. The discussion on wellbeing indicates a need for increased teacher PL, with increased student concerns being reported as a result of COVID-19. Much of the content is viewed through an Australian lens, although this was not always possible given a scarcity of Australian research in some areas. Keywords: Professional learning, COVID-19, wellbeing, online safety, Australi

In-Service Teacher Professional Learning in Australia: Lessons Learnt from COVID-19

Abstract: Professional Learning (PL) for Australian teachers is a crucial and integral aspect of their practice and is mandated under Australian legislation. This article briefly describes PL in Australia and outlines the importance of teacher PL, setting out ways it can be undertaken in different jurisdictions around Australia. The focus then moves to discussion on ways in which PL was impacted during 2020-2021 as result of COVID-19. In particular, online PL is examined indicating that, for teachers in Australia, the move to online teaching and PL was sudden and was something teachers were not prepared for. Possible futures are explored with potential changes to the implementation of PL, incorporating online and face-to-face modes. Aspects of formal and informal learning are considered accordingly. In focusing on informal learning, the way that social media supported PL during COVID-19 is examined. The potential changing focus of PL as a result of COVID-19 is investigated with a focus on online safety, wellbeing (which includes suicide), and hybrid learning. The discussion on wellbeing indicates a need for increased teacher PL, with increased student concerns being reported as a result of COVID-19. Much of the content is viewed through an Australian lens, although this was not always possible given a scarcity of Australian research in some areas. Keywords: Professional learning, COVID-19, wellbeing, online safety, Australi

The Effects of Teacher Professional Development and Self-Efficacy on Classroom Uses of Information and Computer Technologies

The uses of new technologies during mathematics instruction are essential for maintaining opportunities for students to gain better understanding of the content and become digital learners in the information age. Although scholars found technology integration is helpful in improving students’ mathematics achievement, the role of teachers’ preparedness for technology integration remains critical. Technology professional development and self-efficacy are two major factors impacting teachers’ successful integration of instructional technologies. The purpose of this study was to provide a more in-depth look into (i) mathematics teachers technology uses during direct instruction, dialogic instruction, and assessment; (ii) the relationship between various types of professional development activities (online collaboration, face to face collaboration and course-based) and classroom technology use; and finally (iii) the mediator role of self-efficacy between professional development and classroom technology use. The findings demonstrate that eighth grade mathematics teachers tend to integrate technology more often through direct instruction than dialogic instruction and assessment. Teacher self-efficacy, collaboration, and online collaboration for professional development had a significant relationship with technology use through direct instruction. Next, the results indicated that self-efficacy, collaboration, and course-based professional development were three significant factors for technology use in dialogic instruction. These three factors also significantly contributed to increasing technology use through assessment. Third, when self-efficacy mediated the hypothesized relationship, only face to face collaboration among teachers had a significantly positive association with teachers’ technology use through any type of instruction. Based on the findings, this study concludes that face-to-face collaboration among teachers were more effective than online professional interactions to make a change in teacher practices. Online learning communities should be encouraged for teachers who seek further guidance and resources sharing after joining a face-to-face training. Recommendations for future research and implications for practice are discussed

Massive Open Online Courses for Employability, Innovation and Entrepreneurship: a Rapid Assessment of Evidence

This report summarises the evidence base regarding the use of open online learning for supporting employability, innovation and entrepreneurship within the European area. It was written as part of the European MOOC Consortium – Labour Markets project (EMC-LM). MOOC platforms in the European MOOC Consortium (EMC) look for solutions to reach better the labour market. This streamlined review of literature draws on scientific literature, project reports, policy documents, case studies and other resources to describe the potential for MOOCs to stimulate and empower organisations to use open education as part of their programs of continuous education (CE) and continuous professional development (CPD) or continuous vocational training (CVT). This report identifies several interstices where the worlds of higher education, vocational educational, training and open online learning come are converging. Evidence is provided for the contention that, through enhancing opportunities for flexible delivery of education, MOOC can innovate the way that we approach degree programmes, lifelong learning, CE and CPD. The information gathered in this report aims to provide a comprehensive overview of relevant material but does not claim to be exhaustive. This report was written as part of the EMC-LM project as a way to establish a shared understanding of the possibilities for collaboration and innovation. The references provided are nonetheless a great starting point for any investigation of the potential of MOOCs for workplace and lifelong learning. Approaches which emphasize the flexible delivery of learning are especially suited to workplace upskilling. For greatest impact and relevance, collaboration should cross disciplinary and professional boundaries, involving a wide range of stakeholders. Employability can be supported through improved management of work transitions; more flexible training options; new routes between education and work; building credibility in CPD; enhancing soft and transversal skills; and developing new mechanisms for authenticating non-formal learning. Innovation can be encouraged by working with greater transparency and sharing; improved dialogue between stakeholders; adopting a reflective attitude towards technology; and through policies which support and motivate new approaches. Entrepreneurship can be moving beyond the knowledge transfer model of entrepreneurial education; drawing stronger connections between theory and practice; promoting collaboration between researchers and practitioners in education and entrepreneurship; and encouraging entrepreneurial culture

Computer Science Teacher Preparation in an International Context - A Comparative Study

Tato disertační práce se zabývá přípravou učitelů informatiky v mezinárodním kontextu. V rámci této práce byl proveden srovnávací výzkum se zaměřením na srovnání přístupů k přípravě učitelů v Michiganu, Izraeli a České republice. Přehled literatury na začátku práce zdůrazňuje aktuálnost tématu přípravy učitelů informatiky v mnoha zemích světa v souvislosti se zaváděním informatiky a informatického myšlení do školského kurikula. Z pohledu metodologie využívá tato srovnávací studie Beredayův komparativní model. Empirická část práce srovnává klíčové aspekty přípravy učitelů informatiky v jednotlivých zemích, které byly identifikovány pomocí deskripce a interpretace v jednotlivých realizovaných případových studiích. V závěrečném kroku jsou interpretovány shody a rozdíly mezi zeměmi a popsány zajímavé přístupy, které lze v daných zemích identifikovat. V Michiganu se příprava zaměřuje zejména na učitele z praxe, protože neexistují žádné možnosti pregraduální přípravy, zatímco v Izraeli je veškerá pozornost věnována přípravě středoškolských učitelů. V České republice je pak k dispozici poměrně široká nabídka možností přípravy učitelů pro různé stupně vzdělávání, ale existuje shoda, že příprava učitelů informatiky by měla klást důraz na přizpůsobení se oboru, který se rychle vyvíjí. Provedený výzkum poskytuje nové poznatky o přípravě učitelů informatiky a identifikuje klíčové aspekty, které mohou mít vliv na úspěšnost přípravy učitelů.ObhájenoThis dissertation deals with the preparation of computer science teachers in an international context. Comparative research was conducted, focusing on a comparison of approaches to teacher preparation in Michigan, Israel, and the Czech Republic. The literature review at the beginning of the thesis highlights the relevance of the topic of computer science teacher preparation in many countries around the world in the context of the introduction of computer science and computational thinking into the school curriculum. In terms of methodology, this comparative study uses Bereday's comparative model. The empirical part of the paper compares the key aspects of computer science teacher preparation in each country that were identified through description and interpretation in the case studies conducted. In the final step, similarities and differences between countries are interpreted and interesting approaches that can be identified in the countries are described. In Michigan, preparation focuses mainly on in-service teachers, as there are no undergraduate preparation opportunities, while in Israel all attention is given to the preparation of high school teachers. In the Czech Republic, then, there is a fairly wide range of teacher preparation options for different levels of education, but there is a consensus that computer science teacher preparation should emphasize adaptation to a field which is rapidly evolving. The research carried out provides new insights into the preparation of computer science teachers and identifies key aspects that may influence the success of teacher preparation

PREPARING TEACHERS IN DEVELOPING COUNTRIES FOR COMPUTATIONAL THINKING TEACHING IN PRIMARY EDUCATION : A NAMIBIAN CASE STUDY

Thesis (PhD (Information Technology))--University of Pretoria, 2022.In recent years, many countries in the developed world, have introduced computational thinking (CT) teaching in compulsory education, with few developing nations following. The introduction to teaching CT brought many challenges for teachers because these computing skills were not part of their initial teacher training and were less understood. Several professional development programmes have been developed to train teachers on the new CT content, but few studies have investigated the preparation of primary school teachers to teach CT and the impact of this training on the teachers’ understanding of CT concepts and self-efficacy in a developing country context. The main objective of this study was to develop a Professional Development for Primary School Teachers for the CT (PD4PCT) framework that can be used by training providers and researchers to integrate CT into teachers’ professional development programmes. Constructionism was a pedagogical framework for this interpretive study and the conceptual frameworks of Desimone and three existing professional development CT frameworks (3C, CTTD and ADAPPTER). Different data collection methods were used for a single interpretive case study to investigate the impact of a professional development programme on primary school teachers (n = 14), their CT knowledge, beliefs and attitudes and self-efficacy of CT using a participatory design approach. Data was collected through a literature review, pre- and postquestionnaires, semi-structured interviews, and self-reporting journals. Expert reviewers validated the framework through an online questionnaire. The study’s findings indicated that teachers who participated in the professional development programme have considerably increased their CT knowledge, their beliefs and attitudes towards CT altered for the better, and they had a substantial rise in confidence to teach CT. Overall, the results indicate that most teachers can design lesson plans and activities incorporating algorithms, decomposition, and pattern recognition concepts but abstraction and debugging to a lesser extent. Subject matter knowledge of teachers influences the integration plans for certain CT topics. To address the challenges teachers face in integrating CT into classrooms, the framework assists in identifying the components that must be considered to develop iii an effective professional development programme for teachers. The context of the school plays a vital role and should be considered as a first step in designing a teacher's professional development intervention. School leadership should support teachers with a collaborative environment where teachers can share CT knowledge and teaching strategies with others.InformaticsPhD (Information Technology)Unrestricte

Proceedings of the 15th International Conference on Technology in Mathematics Teaching: Making and Strengthening "Connections and Connectivity" for Teaching Mathematics with Technology

The 15th International Conference on Technology in Mathematics Teaching (ICTMT 15) took place on September 13–16, 2022, in the Danish School of Education, Aarhus University, located on campus Emdrup, in the Northwestern district of Copenhagen, Denmark. There were a total of 66 participants from 15 different countries. ICTMT 15 certainly focused on the impacts that the coronavirus pandemic has had on global mathematics education. However, it looked at the impacts of digital technology from a much wider perspective. In particular, the conference aimed to highlight how technology facilitates the multiple “Connections and Connectivity” between us all to achieve the goals of purposeful mathematics education in the early 21st century. By “Connections” we mean the interrelationships between researchers, teachers, students, parents, policymakers, and industry (big and small). “Connectivity” includes oral, aural, textual and gestural communications as mediated by the internet, learning environments and classroom activities. Together, “Connections and Connectivity” describes the relationships between people, between different ideas and strategies to teach, and between people and environments. It offers a frame through which to interpret assessment in mathematics education as a more formative process from the point of view of both teachers and students