Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles: The Undergraduate Program in Translation and Interpreting

Recently, in the translation sector, new multifaceted profiles requiring a great domain of new technologies have emerged: localization, post-editing, and transcreation. To train future professionals, it is necessary to define the cross-curricular competencies they require. Cross-curricular competencies involve gaining cross-disciplinary skills in the teaching-learning process. However, cross-curricular competencies are often relegated to a second place. The main objective of this chapter is to explore how disruptive methodologies can be applied to studies in translation and interpreting to foster cross-curricular competencies. After defining innovation in higher education, this work outlines which are the most suitable disruptive methodologies that foster cross-curricular competencies in the undergraduate program in translation and interpreting

Concepts of Online Text: Examining Online Literacy Skills of Elementary Students

Reading online text presents unique challenges for elementary students as they develop and extend fundamental literacy skills to various media. Traditional assessments of concepts about print inspired the authors’ research, which applies a similar approach to address “screen handling” instead of book handling. The purpose of their ongoing research has been to develop an instrument to assess concepts related to online reading. The Concepts of Online Text (COT) assessment measures knowledge of online navigation and text features. Quantitative analysis of student performance data using the COT has the potential to provide developmental insight into elementary students’ proficiencies in conducting internet research and to provide input to teachers for targeted instruction. In this article, the authors share results from administering the instrument to 80 elementary students in first through fifth grades

Perspectives of Elementary Teachers Implementing Blended Learning While Participating in Virtual Coaching

As the use of blended learning in classrooms has increased across the United States, it is important to provide differentiated professional development and support to educators. As a technology-enabled form of professional development, virtual coaching connects teachers with experts in the field. However, the usefulness of individualized virtual coaching as a differentiated professional development support for elementary teachers implementing blended learning is not well understood. Using Kolb’s experiential learning theory and Magana’s T3 framework, the purpose of this basic qualitative study was to explore elementary teachers’ perspectives on the usefulness of individualized virtual coaching in supporting blended learning implementation and to determine how the level at which the teachers used technology influenced their perspectives. Semistructured interviews were conducted with 12 K-5 teachers who participated in at least 1 year of virtual coaching for blended learning. Interview data were analyzed using a priori and emergent coding. Results indicated teachers at higher modes of cognitive processing and higher levels of technology innovation found virtual coaching useful for (a) the implementation of technology tools and strategies, (b) for shifting instructional practices for student impacts, and (c) for reflective practices for professional growth. This study contributes knowledge to the field of blended learning professional development and furthers understanding of virtual coaching as an innovative approach to professional learning. The findings may contribute to positive social change in that school districts can make informed professional development decisions that provide a convenient and flexible means for K-5 teachers to access expert support for blended learning implementation

The influence of teacher beliefs and knowledge on planning for technology integration in technology-rich classrooms

The purpose of this qualitative study was to examine the decisions three teachers made to integrate technology in technology-rich elementary classrooms. An additional purpose of this study was to understand how the teachers' beliefs about technology and their knowledge of content, pedagogy, technology, and learners influenced the decisions they made during planning for technology integration. Guiding the study was a conceptual framework that suggests that both teachers' beliefs about their technology and their knowledge of learners influence teacher decision-making during planning. Teacher beliefs are defined as the attitudes teachers have about teaching and learning (Pajares, 1992). Teacher knowledge is represented through the Technological Pedagogical Content Knowledge (TPCK) framework (Mishra & Koehler, 2006) situated within knowledge of learners. When teachers are thinking within the TPCK framework, they are concurrently considering what they know about technology, pedagogy, and content as they are making decisions about instruction. A multiple case study approach with within-case and cross- case analysis was used. Three teachers who were each awarded $20,000 grants for classroom technology participated in the study. Multiple data sources (interviews, observations, and lesson plan review) were collected and analyzed for emerging themes (within-case analysis). Three descriptive cases were written and then compared for common themes (cross-case analysis). The Think-Aloud method was used to understand the process of planning for each teacher when considering technology integration (Peterson & Clark, 1978; Peterson & Comeaux, 1990). Cross-case findings revealed that, when planning for technology integration, the teachers made decisions about a) the content they were teaching and the desired end result, b) the learners, and c) the technology tools. Beliefs about technology including a) technology engages students, b) students should be exposed to content through the use of technology, and c) students should be exposed to technical skills through the use of technology, influenced the decisions the teachers made when integrating technology. Strong technological knowledge also influenced the decisions the teachers made during planning. Data analysis suggested that the teachers were still developing their technological content knowledge (TCK) and technological pedagogical knowledge (TPK) (Mishra & Koehler, 2006) and relied mainly on technological knowledge to plan for the integration of technology. The study findings have implications for teacher educators, teachers, and school and district leaders. Specifically, teacher education methods courses need to explore ways to engage preservice teachers in thinking about the pedagogical affordances and limitations of using technology to teach the content. Additionally, technology professional development needs to take a curriculum-focused approach to technology professional development in order to support teachers as they develop their technological content knowledge (TPK) and technological pedagogical knowledge (TPK)

Practitioner\u27s Guide to Technology, Pedagogy, and Content Knowledge (TPACK): Rich Media Cases of Teacher Knowledge

The goal of the TPACK Practitioners Guide is simple--to offer exemplary cases of technology integration efforts that result in curriculum-based student learning in each of the following nine content areas and grade level contexts: Elementary Science, Elementary Math, Elementary Social Studies, Elementary Reading, Middle School Language Arts, Secondary Science, Secondary Math, Secondary Social Studies, and, Secondary English.https://scholarworks.wm.edu/book/1000/thumbnail.jp

Technology Integration Self-Efficacy Reframed Through the ISTE Standards: An Investigation Among Urban K-12 Teachers

Utilizing a descriptive research design and a theoretical framework based on self-efficacy theory (Bandura, 1997), this quantitative study examined self-efficacy as a factor on teachers’ technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. To measure teachers’ self-efficacy in using and integrating technology in the classroom, this study employed an online survey that included the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the researcher which is aligned to the ISTE (2017) Standards for Educators, and seven key demographic questions. Chief among these is the frequency of technology-oriented professional development (PD) training sessions teachers received. This study’s findings revealed that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology (M = 3.2, SD = .73). Furthermore, the research analysis confirmed that participating teachers’ self-efficacy was a crucial factor in effectively using and integrating technology in their teaching practice based on the ISTE (2017) Standards for Educators. Accordingly, the current study established participating teachers’ level of confidence in using and applying technology through continuous PD intervention as a key implication that influenced teachers’ self-efficacy in leveraging technology for professional practice. Limitations and applicability of future studies are also addressed