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Attitudes Towards using Digital Technologies in Education as an Important Factor in Developing Digital Competence: The Case of Slovenian Student Teachers
The purpose of the study was to determine what attitudes specifically Slove-nian student teachers hold towards using digital technologies in education, their self-reported proficiency in using digital technologies in education and to what extent their attitudes towards using digital technologies in education predict their self-reported proficiency in using digital technologies. We measured the attitudes towards using digital technologies in education through four dimensions: Teaching and learning, Assessment and critical thinking, Empowering learners and Facilitating learner’s digital competence. Self-reported proficiency in using digital technology was measured on four groups of digital technologies: Digital resources, Communication tools, Digi-tal tools and Online learning tools. The results show that Slovenian student teachers predominantly hold positive attitudes towards using digital technol-ogies in education, but they assess themselves as low-level users. Also, the student teachers’ attitudes towards using digital technologies in education were proved as an important predictor of their level of proficiency in using digital technologies.
Journal Article
Unfolding afterglow : letters and conversations on teacher renewal
\"Unfolding Afterglow\" examines professional learning in the contemporary milieu of public education, considering the impact of No Child Left Behind and Race to the Top on such encounters for art educators. Drawing from prominent scholars of philosophy and education (Greene, Dewey, Gadamer), \"aesthetic experiential play\" is theorized as a catalyst for teacher renewal through the embodied intensities (Merleau Ponty, Deleuze) it prompts: an aesthetic swell and afterglow. The swell is conceptualized as a movement that unmoors teachers as learners, setting them adrift towards unanticipated, surprising possibilities. Afterglow is an illuminated space that unfolds with a commitment and openness to move in swell towards the ever expanding new. This text invites readers into the findings of a qualitative research inquiry by unfolding a yearlong correspondence of letterpress printed postcards and hand rendered letters exchanged between the author and a cohort of K-12 art teachers. The innovative epistolary form evokes the relational and arts-based educational research methodologies that informed this lively aesthetic inquiry, providing new directions and possibilities for both art educators and arts researchers to explore. Advocating for more complex understandings regarding \"how\" educators become renewed as artists and as teachers, this poetic and pictorial text provokes an expanded vision for what counts as professional learning, and the processes by which teacher renewal is nourished and experienced.
Book
Teachers’ Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review
Teachers are key to antibullying efforts, and their attitudes toward bullying can influence their intervention responses. There has been a proliferation of this type of research but thus far no review has been performed to coalesce the evidence. Following PRISMA and Cochrane guidelines, we performed a systematic and meta-analytic review. A total of 3990 titles and abstracts identified across 7 databases (PsycINFO, Education Source, ERIC via EBSCOhost, ERIC via ProQuest, Web of Science, ProQuest Dissertations and Theses, Google Scholar) were screened against inclusion and exclusion criteria. After screening, 27 studies were included in the systematic review, 25 of which were included in meta-analyses. The association between antibullying attitudes and intervention responses differed depending on whether (1) measures assessed retrospective reports of intervention responses (i.e., how often teachers used that response) versus intervention intentions (i.e., likelihood they would intervene in hypothetical scenarios) and (2) the specific type of intervention response. Results indicate that teachers’ antibullying attitudes were positively related to some responses (disciplining/punishing bullying, victim support, involving parents, involving peer bystanders), negatively related to some responses (advocating avoidance, encouraging independent coping), and unrelated to others (advocating assertion, enlisting other adults, separating students). Results also indicate a positive overall association between antibullying attitudes and intervention likelihood. No moderation by form of bullying was found. Implications for preservice training and in-service teachers’ professional development to target bullying attitudes are discussed.
Journal Article
Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views
Τeachers seek to attract students’ attention by demonstrating the relevance of learning content to daily activities and enhancing their students’ self-esteem and satisfaction. In the digital world, an example of an innovative learning tool is digital games. Digital game learning (DGBL) is a smart pedagogical approach that utilises digital games. DGBL has a prominent place in learning technologies due to the potentiality of games to engage students, enabling them to effortlessly reach the edges of their competencies, skills, and knowledge. Teachers, students and games per se constitute important agents for the successful and effective implementation of DGBL. In this context, our research was extended to cover the study of teachers’ and students’ perceptions of DGBL. More specifically, the purpose of this research was to examine the pre-service teachers’ perceptions of the barriers to DGBL implementation. To that end, an online survey with closed-ended questions and one open-ended question was conducted. In this paper, we present the answers to the open-ended question. Quantitative and qualitative data processing and analysis were carried out. According to the pre-service teachers’ responses, it is concluded that a major obstacle is the inefficient allocation of available financial resources. Resources are required for the supply of up-to-date equipment, devices and educational software, as well as for the professional development and training of teachers, school administrators and policymakers. Utilizing easy-to-use and inexpensive devices, which most teachers and even students hold, is the answer to the hurdle called “lack of equipment”. Therefore, the implementation of the DGBL, as a smart and innovative pedagogical approach, is primarily a matter of political will to curriculum reform based on ongoing research into appropriate digital learning materials.
Journal Article
Teacher self-efficacy and reform : a systematic literature review
Teacher self-efficacy (TSE) of pre-service and in-service teachers plays a significant role in the successful implementation of educational reforms. The purpose of this systematic literature review is to explore the interaction
between curriculum and/or assessment reform and TSE. Twenty-nine empirical research studies are analysed to find factors that impact TSE during change and the support mechanisms necessary to maintain high TSE. Using the Systematic
Quantitative Literature Review method coupled with Social Cognitive Theory and Sources of Self-efficacy, studies reported that environmental determinants lower TSE during reform. It was found that to support high TSE professional
learning was a necessity. [Author abstract]
Journal Article
Variables affecting the attitudes of teachers' towards inclusive education in Kosovo
Inclusive education is a priority and a challenge for education systems. The success of the inclusive practices' implementation depends on the attitudes of teachers' towards inclusive education. This research reflects the current state of pre-university teachers' attitudes towards the inclusion in Kosovo, as well as it examines the relationship between teachers' attitudes and selected background variables and self-efficacy. The research conducted a quantitative design and included 499 teachers from 40 schools in Kosovo. The instruments that were used to collect the data are Teachers' Attitudes towards Inclusion Scale (TAIS) and Teacher Efficacy for Inclusive Practices (TEIP). Data were analyzed using descriptive statistics and inferential statistical tests. Results show positive attitudes of teachers' towards inclusive education. Secondary level teachers have more positive attitudes towards inclusion than those from primary ones. Correlation results found a negative relationship between teachers' and educational qualification and experience of teachers with students with special needs. The factors that predict teachers' attitudes towards inclusion are self-efficacy for inclusive practices, professional qualification and work experience with children with special needs. The findings highlight the need to develop teaching skills and provide systematic support for teachers, while placing them as a priority in education agendas to ensure the success of inclusion.
Journal Article