Differences in preservice teachers’ readiness to use ICT in education and development of TPACK

Education for the 21st century society requires the use of Information and Communication Technology (ICT) in education. This presents challenges for preservice teacher education. Thus, more cognate understanding about preservice teachers’ readiness to use ICT in education, coupled with knowledge related to ICT in education, is needed. Furthermore, it is important to understand that preservice teachers have various levels of readiness to use ICT in education, thereby creating a demand to investigate sub-groups within preservice teachers. This study focuses on differences of readiness and development of knowledge between preservice teachers’ based on two theoretical constructs: Theory of Planned Behavior and TPACK. Results indicate differences in readiness of preservice teachers’ sub-groups. Still, positive development trends in terms of knowledge of ICT in education can be found during the first two years of preservice teacher education. Limitations and future research are discussed

Technology Pedagogical Content Knowledge(TPCK) and Techno Pedagogy Integration Skill ( TPIS) Among Pre-Service Science Teachers- Case Study of a University Based ICT Based Teacher Education Curriculum

The research is partly financed by University of Malaya  Research  Grant Abstract The paper is an attempt to evaluate  an effective Technology  based Teacher Education course for Pre Service Science Teachers. The Technology in Science Education – a core course - is prescribed for an University based Pre-Service Science teachers Education program. The  particular course is evaluated based on the TPACK framework which is an extension of the pedagogical content knowledge (Shulman,1986).The TPACK framework offers a viable and effective  means  for actual tryout  of a  Technology enabled  Teacher Education Program. The volume of research that extruded from the TPCK/TPACK construct has provided deeper understanding of how teacher knowledge is related to pedagogical integration of digital technologies in educational contexts. As part of  curricular transaction during the eleven week semester, the seven  dimensions  of  TPACK viz., Technology Knowledge(TK), Content  Knowledge (CK), Pedagogical Knowledge( PK), Technology Content Knowledge (TCK), Pedagogical content Knowledge (PCK), Technology Pedagogical Knowledge (TPK),TPACK (Technology pedagogical Content  Knowledge)  and  an  eighth  dimension TechnoPedagogy Integration Skill ( TPIS) was evaluated with reference to the attainment of concepts and acquisition of skills. The effectiveness of the course was  assessed by  a  Pre service Teacher’s TPACK assessment inventory which comprised of an achievement test in Science which assessed pre service teachers attainment of science related concepts based on School level Science. The inventory comprised of  a list of questions which pertain to the 7 dimensions as identified by the TPACK framework, The abbreviations and explanations are the same used by Mishra and Kohler( 2006). TechnoPedagogical Integration Skill (TPIS) was assessed by the  assessment of teaching performance using technology before and after the course. Studies  have reported  that  the  implementation of TPACK  framework has  contributed to enhancement of   Technological and Pedagogical concepts  related to the subject (Hammond & Manfra, 2009a; Khan, 2011; Manfra & Hammond, 2008; Schul, 2010a, 2010b,Chai ,Koh and Tsai, 2013,Angeli & Valanides, 2005; Bowers & Stephens, 2011; Mishra & Koehler, 2006; Tee & Lee, 2011; Shafer, 2008). Similar attempts have been  done earlier to  assess  the impact of  TPACK using reliable and valid instruments (Schmidt However, the present study  attempts to evaluate the  effectiveness of  a teacher preparation course with respect to  technological and pedagogical skill  acquisition and deployment for teaching science. Content Analysis of the course  modules  highlighted  possibilities to draw  parallels  with  the TPACK  framework and  it was thus  that is was  used  as a  frame of reference for  the study.  Keywords: TPCK, University based ICT incorporated Teacher education curriculum, Pre service Science teachers DOI: 10.7176/JEP/11-6-07 Publication date: February 29th 202

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

Vocational Education and Training in the Age of Digitization

The increasing digitization of the world of work is associated with accelerated structural changes. These are connected with changed qualification profiles and thus new challenges for vocational education and training (VET). Companies, vocational schools and other educational institutions must respond appropriately. The volume focuses on the diverse demands placed on teachers, learners and educational institutions in vocational education and training and aims to provide up-to-date results on learning in the digital age

Causes, prevention, and interventions regarding classroom disruptions in digital teaching: A systematic review

Digitization and the Sars-CoV-2 pandemic are accelerating the use of digital tools in teaching. Therefore, this systematic literature review offers an overview of international studies with a particular focus on classroom disruptions and their causes, as well as on prevention and intervention strategies in digital settings. Selecting out of over 700 published articles from the last 20 years, the results show that, although the research on classroom management in general is numerous, the connection between digitization and classroom disruptions has received little attention so far. Studies of different methodological orientations have been conducted, but strongly teacher-focused. Also, there are conceptual inaccuracies leading to a variety of different findings and interpretations. Thus, this article provides a definition of the term digital teaching and critically discusses the classification of new findings, their emplacement in existing research, as well as their potential to expand existing models. Furthermore, the results summarize causes of disruptions in digital teaching, their possible prevention and intervention strategies