FORGE: An eLearning Framework for Remote Laboratory Experimentation on FIRE Testbed Infrastructure

The Forging Online Education through FIRE (FORGE) initiative provides educators and learners in higher education with access to world-class FIRE testbed infrastructure. FORGE supports experimentally driven research in an eLearning environment by complementing traditional classroom and online courses with interactive remote laboratory experiments. The project has achieved its objectives by defining and implementing a framework called FORGEBox. This framework offers the methodology, environment, tools and resources to support the creation of HTML-based online educational material capable accessing virtualized and physical FIRE testbed infrastruc- ture easily. FORGEBox also captures valuable quantitative and qualitative learning analytic information using questionnaires and Learning Analytics that can help optimise and support student learning. To date, FORGE has produced courses covering a wide range of networking and communication domains. These are freely available from FORGEBox.eu and have resulted in over 24,000 experiments undertaken by more than 1,800 students across 10 countries worldwide. This work has shown that the use of remote high- performance testbed facilities for hands-on remote experimentation can have a valuable impact on the learning experience for both educators and learners. Additionally, certain challenges in developing FIRE-based courseware have been identified, which has led to a set of recommendations in order to support the use of FIRE facilities for teaching and learning purposes

Engineering, Teaching, and Technology: A Nationwide Assessment of Instructional Internet Use by Engineering Faculty

There has been an explosion of internet use among college students over the last decade for at least two important reasons: the proliferation of available resources and the arrival of a digital native generation to university campuses. Not surprisingly, engineering students are entering undergraduate programs possessing a much different skill set than previous generations, which has led to a decline in the popularity of traditional engineering pedagogy. Numerous conceptual models have been developed in the field of instructional technology, as researchers have attempted to classify and effectively integrate new technology practices into 21st century educational contexts. One of the most prominent models is Technology, Pedagogy and Content Knowledge (TPACK), which separates instructors\u27 knowledge into the three listed categories and describes their instructional strategies based on the presence and level of integration of the three knowledge categories. A newer, engineering-specific model separates engineering faculty into three archetypes based on their instructional internet use: internet adopters, internet users, and internet resisters. This study quantitatively assesses the instructional internet use by a sample of 1126 tenured and tenure-track engineering faculty in the United States. Factor analysis revealed three significant factors: use of internet resources for content delivery, guiding students\u27 internet research, and faculty beliefs on the usefulness of internet resources. The distribution of these factors was used to attempt to identify each of the three archetypes, and to discretely measure the presence and level of integration of the technology component of the TPACK model. While exceptional cases could be identified as internet adopters or resisters, the results do not support the existence of three unique archetypes. Similarly, the presence and degree of technology integration does not fit any categorical model, but rather a broad spectrum of internet technology usage and beliefs. Finally, regression analyses show that demographic and institutional variables are only minimally predictive of faculty beliefs and practices regarding instructional internet use. This study contributes to the understanding of instructional internet use in undergraduate engineering education, and provides insight into the applicability of two instructional technology models. Findings from the study may also inform institutional policy and practice regarding professional development initiatives

Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland

Technological pedagogical content knowledge (TPACK) is important for teaching science during the COVID-19 pandemic. This paper investigates the TPACK of Finnish and Thai primary school teachers in the context of teaching science through blended learning (BL) during the COVID-19. 11 teachers from Finland and Thailand were interviewed. The interview data were examined using deductive content analysis. The analysis revealed that all teachers used educational technology in their online classes in terms of providing the lesson content, learning activities, and the students’ learning assessment. Zoom and MS Teams were the tools used for online teaching in both countries. The main teaching method used in both types of instruction was experimentation. For online instruction, most teachers considered educational technology in every step of the teaching process to enhance students’ learning of science as much as possible. Many types of direct and technology-mediated interaction appeared during BL, especially during online teaching, which could be designed and analyzed in the context of the TPACK model.Peer reviewe

BIOLOGY TEACHERS’ TPACK IN THEIR INSTRUCTIONAL PLANNING FOR ONLINE-BASED PRACTICAL WORK

The transition from face-to-face to online practical work, in response to the Covid-19 pandemic, was unprecedented. Biology teachers are expected to integrate technology, pedagogy, and content knowledge to carry out online practical work successfully. Teachers' TPACK is performed, in part, during instructional planning. Therefore, study on how biology teacher performs their TPACK during online practical work is crucial. This study investigates biology teachers' TPACK on their instructional planning in practical work during online learning. The descriptive method was used with 42 participants who join as biology teacher association in Garut city. The Data was collected through a questionnaire, instructional planning document, and online interviews. The result shows several finding. First, biology teachers have a great belief on their TPACK. This indicates sustained integration of technology in learning even after this challenging time, for example, when blended learning is in the future. Second, biology teachers' TPACK based on their instructional planning is on three-level: recognizing, accepting, and adapting. Third, several opportunities, obstacles, and suggestions have been discussed by biology teachers. It is implied that this research promotes teacher professional development program to enhance their TPACK

An Investigation of Technology Implementation through the Lens of Student Centered Learning and the Technological Pedagogical Content Knowledge Paradigm

National statistics show that there are increases in access and availability of computers, and technology, in both the classroom and students’ personal lives (Culp et al. 2005, Hoffman & Ramirez, 2018). However, Tas (2017) and Wachira and Kenngwee (2010) posit that there is stagnation, even declines in certain cases, of the integration of instructional technologies in delivering student center learning in the classroom. This decline is even more prevalent in the science classroom (Vickrey, Golick, & Stains, 2018). Teachers face many challenges in the classroom; especially when technology integration is considered (Blackburn, 2016). This study seeks to determine which conditions exist to create this decline and stagnation, and offer practical solutions to overcome them. A qualitative study was implemented to determine what training educators receive to deliver science content using technology, and also examine what activities and tools are being used in the secondary science classroom. The greater Pittsburgh and Allegheny County educational district was selected for this study. Results were examined through the lens of the Technological Pedagogical and Content Knowledge (TPACK) paradigm and Substitution Augmentation Modification Redefinition (SAMR) model, with focus on student centered learning (SCL) activities. An initial survey was completed by 51 teachers, and six teachers were selected for follow up interviews as a part of this study. Those teacher represent both high and low implementers of technology in their classroom, based on their self-reported used of technology. Technology was found to be used on a daily basis on each of these classrooms, however, it was found that no pedagogical training was given to any of the teachers before implementing new technology. True TPACK was only found in two teachers, with daily use of SCL being found in each classroom. No correlation was suggested by increased SCL activities and TPACK, as teachers were employing many SCL activities without TPACK. Only two of the teachers studied offered tasks on the higher levels of SAMR, modification and redefinition. Three major themes emerged from this study: 1) positive views of technology with no pedagogical training, 2) favorable views of SCL with daily classroom integration, 3) and lack of district or administrative support. Barriers were found in three categories of SCL: pragmatic, pedagogical, and technological. This study shows that teachers want to use technology, and see it as valued tool. It was discovered that teachers are not being given the tools they need to created technology infused classrooms that represent true TPACK

The framework dikolan (Digital competencies for teaching in science education) as basis for the self-assessment tool dikolan-grid

For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific operationalizations for this area are not yet available in a differentiated form. In this article, the framework for Digital Competencies for Teaching in Science Education (DiKoLAN), a subject-specific framework for pre-service science teachers, is introduced, on the one hand, and, on the other hand, first results of a self-assessment tool based on the framework are described. DiKoLAN defines competency areas highly specific to science, as well as more general competency areas that include aspects common to all subjects. Each competency area is described by competency expectations, which, in turn, are structured with reference to the four technology-related dimensions of the TPACK framework (i.e., Technological and Pedagogical Content Knowledge) and three levels of performance (Name, Describe, Use/Apply). Derived from DiKoLAN, a corresponding self-assessment instrument (DiKoLAN-Grid) was developed and empirically tested for the two competency areas, (n = 118) and Information Search and Evaluation (n = 90), in biology student teachers. By means of path models, tendencies regarding structural correlations of the four components Special Tools (TK), Content-specific Context (TCK), Methods and Digitality (TPK), and Teaching (TPACK) are presented for both competency areas and discussed, as well as in comparison to previously conducted, subject-unspecific surveys. © 2021, MDPI. All rights reserved

Using TPACK to explore the integration of virtual microscopes into an introductory biology course

The purpose of this study was twofold: (1) to determine the effectiveness of virtual laboratories relative to traditional or blended laboratories in the attainment of conceptual knowledge and skill in microscopy, and (2) to explore how such technologies are integrated in real world classrooms. Four sections of a non-major’s introductory biology course were utilized for the study (N=100). After attrition, the maximum number of intact cases for each question was utilized. Results show no difference between groups in the attainment of conceptual understanding of microscopes parts and functions; however, the Traditional treatment condition scored significantly higher than both the Virtual and the Traditional→Virtual treatment conditions. Qualitative data suggested several themes how technology is integrated, namely logistical issues and newness of design caused a higher level of difficulty than normal in the execution of the classroom experience, but conversely, those same difficulties led to reflection and learning and further development of TPACK skill in the instructors. Further, qualitative findings suggest that the thoughtful redesign of unit had a greater impact than the inclusion of technology and context issues found in the study support Chai, Koh, and Tsai’s (2013) revised TPACK with TLCK framework. Further, reflections of implications for further research and how to conduct research in real world classrooms is discussed

From blended to online : the story of a pre-service teacher training course on integrating information and communication technology into ELT

The paper describes the process of designing a pre-service teacher training course on the use of information and communication technologies in ELT and shows how the transition to online education caused by the Covid-19 pandemic affected it. The course was originally designed as a blended one with a focus on exploiting ICT for effective skills development in face-to-face lessons and online home assignments. Due to the pandemic in 2020, it moved online, which created an unexpected opportunity for experimenting with ICT inclusion in fully online ELT and modifying the course accordingly. While the original focus on skills development was kept, new content areas, such as online assessment, gamification and interactions in online environments were added. The process described as well as the participating students’ post-course reflections refined our understanding of online course design and ICT use and is hoped to provide guidelines for similar experiments in other teacher education contexts

The Effect of Teacher Training Programs on Chemistry Teachers' Readiness to Use ICTs in Teaching: A case study of Vietnamese New In-service Chemistry Teachers

Despite the widespread recognition of the TPACK and SAMR models as invaluable frameworks for integrating technology into teaching, Vietnamese teachers exhibit limited awareness and knowledge of these models. The research on teacher training in the country is also inadequate. This study aimed to address these gaps by investigating the levels of knowledge and current usage of technology among new in-service Chemistry teachers in Vietnam, using a TPACK-SAMR lens. The research questions focused on teachers' digital skills, perceptions of their teacher preparation program, and digital readiness for future technology integration. Data collection involved TPACK self-reported surveys, technology use frequency surveys, and individual interviews to gather further insights. The findings revealed that teachers exhibited high confidence in their digital skills, with the lowest confidence in Technological Content Knowledge (TCK). They frequently used technology, primarily at the Substitution and Augmentation levels of the SAMR model. However, the teacher training program needed to be improved, with recommendations for more hands-on exercises, peer collaboration, and a focus on commonly used educational technologies. The study's conclusions emphasize the need for teacher training programs to prioritize the development of TCK, implement effective practices such as work sample analysis and reflection, and encourage peer collaboration and networking opportunities between pre-service and in-service teachers. These findings contribute to the existing knowledge by highlighting areas for improvement in teacher training programs to enhance technology integration in Chemistry teaching