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1 – 5 of 5Elena Macrides and Charoula Angeli
The purpose of this paper is to address the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of…
Abstract
Purpose
The purpose of this paper is to address the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPCK or TPACK), the importance of affect in instructional design.
Design/methodology/approach
The authors reviewed relevant literature related to the fields of music education, instructional design, and technology integration. Accordingly, they developed guidelines for designing technology-enhanced learning for the activities of music composition and listening.
Findings
The authors propose a set of design principles based on the TPCK framework through the subject matter of music focusing on the affective domain, and identify interrelations among musical content, emotions, and technology. The design guidelines were tested in an empirical investigation and the results showed statistically significant differences between the control and the experimental groups in favor of the experimental group.
Research limitations/implications
Further investigation is necessary to test the effectiveness of the proposed design principles. Including affect in the design process is a complicated and mostly unchartered area, and, thus, further research toward this direction is fully justified.
Practical implications
The research has practical significance, addressing a gap in the field of music education, as it provides teachers with explicit guidance about how to design music lessons with technology while incorporating affect.
Originality/value
The study extends the theoretical framework of TPCK to a design framework and proposes instructional design guidelines that address both the cognitive and the affective domains of learning, a focus that is currently missing from the existing TPCK or TPACK literature as well as the music education literature.
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This chapter is the result of an interest in the professional and research literature exploring the intersection between education and digital technology. Decades of research and…
Abstract
Purpose
This chapter is the result of an interest in the professional and research literature exploring the intersection between education and digital technology. Decades of research and press have largely focused on the ways in which particular devices might be productively used in the K-12 classroom. Educational radio, educational television, the computer, and more recently the tablet have all been framed as being valuable for supporting student learning. Critics such as Neil Selwyn have argued that research in educational technology needs to focus less on supporting particular devices and more on the nature of social interactions that are mediated, constrained, and enabled by various technological affordances.
Methodology/approach
This chapter reviews four theoretical frameworks in terms of their approach the social nature of the use of technology in education.
Findings
The chapter introduces a number of conceptual frameworks that are helpful for considering the social implications of using digital technologies to support the needs of diverse learners in a teacher education classroom.
Research implications
Scholars, especially who are also teacher educators can consider using and developing frameworks that are more robust for thinking about digital learning in education.
Originality/value
The value in this chapter lies in the critical conceptions explored and interrogated. The author demonstrates the complexity of teacher knowledge overlaid with technology.
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Jörgen Holmberg, Göran Fransson and Uno Fors
The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they…
Abstract
Purpose
The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.
Design/methodology/approach
A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.
Findings
The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.
Research limitations/implications
An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.
Practical implications
The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.
Originality/value
Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.
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Bulent Basaran and Murat Yalman
This study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the…
Abstract
Purpose
This study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the related sub-scales influence their Web-based self-efficacies (WEB-PCK) and their attitudes towards distance education (WBI).
Design/methodology/approach
In the study, the structural equality model was used. In the path analysis, the maximum likelihood estimation method was used to predict the parameters of the model. This method allows determining the highest values for the population and the probability of the sample value to occur.
Findings
It was found that the sub-scale of Web communication (WEB-C) had a high level of direct and positive influence on the male preservice teachers' self-efficacy perceptions. As for the female preservice teachers, WEB-C did not have any direct influence on their self-efficacy perceptions. For the male preservice teachers, Web pedagogy (WEB-PC) had positive influence on their self-efficacy perceptions (β = 0.193), while the sub-scale of WEB-PC had a high level of influence on the female preservice teachers' self-efficacy perceptions (β = 0.534).
Originality/value
In the study, the purpose of was to examine the effects of the attitudes of the preservice teachers towards Web general (WEB-G), Web-Communication (WEB-C), Web pedagogical knowledge (WEB-PK), Web pedagogical self-efficacy (WEB-PCK) and Web-based instruction (WBI) with the help of the structural equation model with respect to gender, frequency of connection to the internet and academic achievement grades.
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Vaughan Cruickshank and Casey Mainsbridge
The forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was a complex challenge for Australian teachers. Teachers were given very little time to…
Abstract
Purpose
The forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was a complex challenge for Australian teachers. Teachers were given very little time to prepare online content and very little professional development to teach online. Their experiences prompted discussion about the abilities of pre-service teachers (PST) to adapt content to online delivery if another pandemic occurred while they were teaching in the future.
Design/methodology/approach
PST majoring in Health and Physical Education were required to adapt a 4-weeks high school health education unit for online delivery. This study analysed data from PST personal reflections and focus groups to gain a better understanding of their perceptions about teaching health education online and their confidence to adapt tasks and activities from face-to-face delivery or develop unique online tasks.
Findings
PST reported varied confidence and competence to plan for and engage in online health education teaching. PST were concerned about student learning and engagement online, and unsure how to best differentiate activities to ensure all student could meet the intended outcomes.
Originality/value
Little is known about the confidence and competence of PST to deliver fully online school health education. It is important to know more about this phenomenon to inform teacher education and teacher professional development to ensure teachers are better prepared for online delivery in the future.
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