Development and validation of the teachers’ digital learning identity survey

Zimmer, Wendi K.; McTigue, Erin M.; Matsuda, Noboru

doi:10.1016/j.ijer.2020.101717

Cited by 35 publications

(31 citation statements)

References 23 publications

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“…The reported tasks, mainly reading, writing and watching videos, are similar to those reported by studies in the UK ( Bayrakdar & Guveli, 2020 ; Green, 2020 ). Overall, this finding could suggest a teacher-led approach where children are asked to carry out traditional tasks using new technologies or take on the role of listener or spectator while learning at home ( Biesta, 2019 ; Zimmer et al., 2021 ). While mobile technologies can increase the learners’ interest and motivation ( Karsenti & Fievez, 2013 ; Kukulska-Hulme, 2013 ), the participants in the present study, particularly those in secondary schools, rated their schoolwork as almost never or only sometimes interesting and useful.…”

Section: Discussionmentioning

confidence: 99%

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Practices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries

Kirsch¹,

Abreu²,

Neumann³

et al. 2021

International Journal of Educational Research Open

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The paper explores children's perspectives of distance education, their learning experiences and school satisfaction in Luxembourg, Germany and Switzerland during the first wave of the COVID-19 pandemic. The data stem from an online questionnaire completed by 1773 primary and secondary school children aged 6–16. While the paper uses quantitative and qualitative data, it aligns with the qualitative research tradition and predominantly uses an inductive approach. The findings show that teachers offered varied types of distance education and that parents supported children. The children's contact time with teachers and their time spent on schoolwork varied within and between countries. Their school satisfaction dropped in the three countries. The paper calls for training and development on distant education.

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Section: Discussionmentioning

confidence: 99%

“…Teachers appear to use new technologies based on teacher-led pedagogies. For example, Zimmer et al. (2021) hold that some teachers would ask students to use digital tools in conventional tasks such as creating a poster.…”

Section: Literature Reviewmentioning

confidence: 99%

Practices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries

Kirsch¹,

Abreu²,

Neumann³

et al. 2021

International Journal of Educational Research Open

View full text Add to dashboard Cite

show abstract

“…Questionnaire design is a critical and delicate activity (Chlistunoff, 2015). Framing questions to acquire valid and reliable information for theory testing and informed decision-making requires astute research skills (Kitchin & Thrift, 2009; Swamy, 2007; Zimmer et al, 2021). Questionnaires contained a mixture of affirmative, negative and balanced statements.…”

Section: Methodsmentioning

confidence: 99%

“…E-learning has been beneficial in various aspects of the educational life of tutors and learners, and critical in the transformation of practices and procedures in the sector. The application of online learning in the education system has enabled an increasingly student-centered learning setting (Collins, 2020; Zimmer et al, 2021). The continuation of the coronavirus pandemic suggests e-learning is poised to continue its rapid growth post-COVID-19.…”

Section: Literature Reviewmentioning

confidence: 99%

E-learning for Students With Disabilities During COVID-19: Faculty Attitude and Perception

Ali

2021

Sage Open

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Faculty at the special education department of the University held mixed concerns about e-learning opportunities for Students with Disabilities (SWD) during the COVID-19 pandemic. This research investigated their attitude using a questionnaire survey. The sample was 70 faculty members who specialized in tutoring students with disabilities. The Pearson regression (0.655) established the reliability of the data collection instrument. The results showed that faculty members held a positive attitude toward the application of e-learning technologies for SWD and supported its ability to allow for cognitive, social, and education interaction during the pandemic. While faculty agreed the method was no more time-consuming than regular classroom sessions, they were reluctant to invest the time in training. The research concluded the views of department members in the design of appropriate systems/curricula would help to eliminate barriers and encourage more support for e-learning of SWDs during the pandemic. The faculty had several recommendations for the successful application of online learning during the pandemic for special needs students. Most suggested the need for adequate educational resources within the departments, and appropriate software and hardware to enable teaching appropriate skills to the learners with disabilities. There was a further recommendation that e-learning should be incorporated into the curricular programs.

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“…However, the maturity of digital technology in supporting the achievement of industry 4.0 competencies has received less serious attention from vocational education (Ronzhina, Kondyurina, Voronina, Igishev, & Loginova, 2021;Zhao, Llorente, & Gómez, 2021). Facts in previous research reveal that teachers still have a low level of maturity in mastering digital technology (Mutohhari, Sofyan, & Nurtanto, 2021;Zimmer, McTigue, & Matsuda, 2021). Moreover, currently, teachers are required to use technology in the era of online learning (Amiti, 2020;Cloonan et al, 2020;Garad, Al-Ansi, & Qamari, 2021;Silalahi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

Astuti

Arifin

Mutohhari

et al. 2021

JET

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One of the needs for competence in the world of work in the 21st century and the era of the industrial revolution 4.0. is competence in using digital technology. Vocational education is required to provide digital competencies to students through their learning. The maturity level of digital technology competence is divided into five levels, namely caring, literacy, capability, creativity, and being critical of using digital technology. This study aims to analyze the maturity level of vocational education teachers and students in mastering digital technology in learning. The survey research uses a design developed by Rea & Parker. A total of 233 vocational high school students were included as the research sample. Data were collected using a questionnaire technique with a four Likert scale questionnaire instrument. The collected data were analyzed using descriptive statistics and inferential statistics t test. The results show that the maturity level of digital technology for teachers and students is sequential, starting from awareness, literacy, capability, creativity, and being critical of using digital technology. All levels of maturity are included in the low category. Various trainings and learning innovations that are relevant to the relevance of digital technology mastery competencies are very important to be improved.

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Development and validation of the teachers’ digital learning identity survey

Cited by 35 publications

References 23 publications

Practices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries

Practices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries

E-learning for Students With Disabilities During COVID-19: Faculty Attitude and Perception

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

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