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1 – 10 of over 22000Xiang Ying Mei, Endre Aas and Magnhild Medgard
The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects…
Abstract
Purpose
The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation.
Design/methodology/approach
A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation.
Findings
The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings.
Originality/value
The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.
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Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.
Findings
The paper provides a brief description for all 590 sources.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Tessa Withorn, Carolyn Caffrey, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford
This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.
Findings
The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.
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The digitalization of society places new demands on education. It is apparent since most countries have introduced curricula requirements to digitalize teaching. This study…
Abstract
Purpose
The digitalization of society places new demands on education. It is apparent since most countries have introduced curricula requirements to digitalize teaching. This study examines the organizational support teachers need to digitalize teaching. The study is being conducted in Sweden because they have experienced challenges with the introduction of new national digitalization requirements. Thus, this study explores the following research question: What organizational support do Swedish teachers describe they need to meet the curriculum requirements for digitalization?
Design/methodology/approach
Cultural–historical activity theory and qualitative methods have been used to explore the research aim and answer the question.
Findings
The results show that teachers need organizational support to gain equal and easy access to digital tools. Moreover, digital tools in an organization must be relevantly related to the requirements. Teachers also need support to increase their knowledge as well as the knowledge of the students. Also, organizations must support teachers by distributing the work of digitalization clearly and reasonably. These results, thus, show that teachers cannot be solely responsible for meeting these curriculum requirements. They need organizational support in the process.
Originality/value
The study reveals teachers' recurring problems concerning digitalized education and their need for organizational support. Thereby, the knowledge can be used to avoid similar problems, in organizations on different society levels. This contribution is useful for organizations, politicians, school leaders, principals and teachers who are introducing 1:1 and new curriculum requirements for digitalization of education.
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Dikla Barak, Merav Aizenberg and Gila Cohen Zilka
The purpose of the study is to examine whether the remote teaching experience of instructors in higher education during the COVID-19 pandemic has improved after one year.
Abstract
Purpose
The purpose of the study is to examine whether the remote teaching experience of instructors in higher education during the COVID-19 pandemic has improved after one year.
Design/methodology/approach
The study involved 75 instructors teaching at an institution of higher education in Israel, who answered twice (once in 2020 and again in 2021) a quantitative questionnaire that examined their remote teaching experience.
Findings
The hypotheses about greater use of digital tools and about more positive attitudes of instructors toward remote teaching and learning at the second measurement than at the first one were confirmed. This hypothesis about lower levels of technical difficulties in remote teaching at the second measurement was not confirmed, but the level of reported difficulty was already low at the first measurement.
Practical implications
It is recommended that academic institutions continue the trend of deploying innovation in teaching with confidence in the ability of instructors to adapt to change. At the same time, instructors should be provided with mental and technical support.
Originality/value
Few studies have examined the change in attitudes of instructors toward remote teaching over time. In the present study, we used a repeated measures design, which made it possible to monitor the instructors’ adaptation to remote teaching. Adaptation to the new teaching method can contribute to innovation in teaching in academic institutions and to improvement in its quality.
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Mousin Omar Saib, Mogiveny Rajkoomar, Nalindren Naicker and Cecilia Temilola Olugbara
The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians.
Abstract
Purpose
The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians.
Design/methodology/approach
The preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology was used in this study.
Findings
Based on the data, academic librarians must develop a foundational understanding of 21st century pedagogies and digital skills to teach in an online environment.
Originality/value
This review paper considers the emergent teaching role of the academic librarian within the digital environment. The themes in the findings highlight the importance of digital pedagogical knowledge and digital fluency of academic librarians as a teacher within the digital environment in higher education.
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Victoria Pennington, Emily Howell, Rebecca Kaminski, Nicole Ferguson-Sams, Mihaela Gazioglu, Kavita Mittapalli, Amlan Banerjee and Mikel Cole
Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating…
Abstract
Purpose
Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.
Design/methodology/approach
This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?
Findings
The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.
Originality/value
Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.
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Chinwe H. Ikpeze and Susan M. Schultz
The purpose of this study was to examine major issues and perspectives emanating from teaching and learning during the COVID-19 pandemic and proffer ways to reimagine P-12…
Abstract
The purpose of this study was to examine major issues and perspectives emanating from teaching and learning during the COVID-19 pandemic and proffer ways to reimagine P-12 (Pre-Kindergarten to 12th grade) education to achieve equity. The research question was “What major issues/challenges arose from COVID-19 pandemic teaching, and in what ways if any can these be ameliorated?” Tierney's concept of global meaning making provided a framework for the study in addition to critical digital pedagogy. Data for the study were collected from eight P-12 teachers drawn from both urban and rural school districts in the United States. Data sources were two questionnaires administered to teachers at the beginning and end of the study as well as teachers' reflective entries. Data analysis was done using thematic analysis. The major findings indicate that poverty and digital divide were the biggest challenges that impacted teaching and learning among the urban and rural students. Another major issue was teacher and student technology proficiency. In addition, there was a low level of student engagement which was caused by family dynamics, lack of accountability, and lack of self-regulation skills. Social emotional learning received great attention because students faced anxiety and stress. Findings from this study suggest the need to create equitable learning opportunities through equitable distribution of resources to disadvantaged students. Second, there is need to train teachers and students to effectively use digital tools for teaching and learning. We need to emphasize caring relationships and reconceptualize learning spaces.
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Charlene L. Al-Qallaf and Afaf S.R. Al-Mutairi
This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social…
Abstract
Purpose
This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social media tools and digital literacy in school environments.
Design/methodology/approach
A three-step approach was used to collect both qualitative and quantitative data. First, the blogs of 23 fifth-grade students in an EFL class in Kuwait was analysed for one semester along with student perceptions and teacher observations. Second, a survey was distributed to the students at the end of the semester, and finally, four focus groups were conducted regarding educators’ perceptions on the use of social media, their skills and needs and problems encountered.
Findings
The findings showed that by the end of the semester, students were writing lengthy sentences, had fewer spelling and grammatical mistakes, were more motivated and independent and displayed a more positive attitude towards learning EFL. In addition, educators are enthusiastic about using Web technologies in their teaching practices but have several concerns such as digital literacy competencies, technology-use behaviour and lack of accessibility to digital content.
Research limitations/implications
The number of questions on the student survey could be reduced. Also, it would be preferable in future studies to require all students to blog at least twice a week which could provide a broader representation of their writing abilities.
Originality/value
Little research has been reported in the literature on the use of blogs in teaching EFL to primary school students. Most literature focuses on teaching EFL to university students. By using a mixed-methodology approach, this study also highlights the needs of educators and students in technology learning environments and makes a good contribution towards offering pragmatic solutions.
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Lesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use…
Abstract
Purpose
Lesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.
Design/methodology/approach
This article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.
Findings
While the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.
Practical implications
The identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.
Originality/value
Little attention has been paid to the use of digital tools to support teacher professional development in lesson studies.
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