Exploring the digital competence of pre-service teachers on entry onto an initial teacher education programme in Ireland

peer-reviewedThis study aimed to explore the digital competence of recent entrants into a pre-service teacher education programme in an Irish University. The participants were drawn from a cohort of 208 undergraduate teacher education students. The study employed an online survey that captured both self-reported levels of digital competence and knowledge of key areas of cyber ethics and digital technology. The respondents were active users of technology and very frequent users of social media but reported levels of skills in the use of other digital technologies was lower. In addition, their knowledge of cyber-ethics and associated practices varied. The study also found that they were positively disposed to technology in teaching. The paper argues that, while there are limitations to surveys that aim to capture one’s level of digital competence, they can help guide teacher educators in responding to pre-service teachers. However, digital competence is an evolving concept and care must be taken to ensure that frameworks and tools used to assess it do not stifle teachers’ autonomy in relation to their utilisation of technology

Exploring pre-service teachers’ justifications for one-to-one technology use in schools: Implications for initial teacher education

peer-reviewedSet against the backdrop of a succession of educational technology policies in Ireland, influenced by international discourses, this study aimed to explore how Irish pre-service teachers justify the use of mobile technologies in schools. In order to achieve this, 23 pre service teachers were presented with a vignette that asked them to justify the use of a one-to one tablet initiative in school. The research found that pre-service teachers tended to justify the initiative, as they saw the increasing technification of schools and society as an inevitable process. In addition, they presented pragmatic reasons for using the technology rather than highlighting their educational/pedagogic value. This study points to the need to challenge pre-service teachers’ innovation-centric and techno-centric attitudes towards technology use. It also highlights the need for teacher educators, as a whole, to take a more active role in addressing this issue in teacher education programme

AMACO is a component of the basement membrane-associated fraser complex

Fraser syndrome (FS) is a phenotypically variable, autosomal recessive disorder characterized by cryptophthalmus, cutaneous syndactyly, and other malformations resulting from mutations in FRAS1, FREM2, and GRIP1. Transient embryonic epidermal blistering causes the characteristic defects of the disorder. Fras1, Frem1, and Frem2 form the extracellular Fraser complex, which is believed to stabilize the basement membrane. However, several cases of FS could not be attributed to mutations in FRAS1, FREM2, or GRIP1, and FS displays high clinical variability, suggesting that there is an additional genetic, possibly modifying contribution to this disorder. An extracellular matrix protein containing VWA-like domains related to those in matrilins and collagens (AMACO), encoded by the VWA2 gene, has a very similar tissue distribution to the Fraser complex proteins in both mouse and zebrafish. Here, we show that AMACO deposition is lost in Fras1-deficient zebrafish and mice and that Fras1 and AMACO interact directly via their chondroitin sulfate proteoglycan (CSPG) and P2 domains. Knockdown of vwa2, which alone causes no phenotype, enhances the phenotype of hypomorphic Fras1 mutant zebrafish. Together, our data suggest that AMACO represents a member of the Fraser complex