Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

Blau, Ina; Shamir‐Inbal, Tamar

doi:10.1007/s10639-015-9456-7

Cited by 152 publications

(115 citation statements)

References 48 publications

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“…From the analysis, it can be concluded that there seems to be an agreement that teachers' digital competence is important for uptake and use of digital technologies in teaching and learning practices. The first inductive sub-theme from the analysis concerns the impact of teachers' digital competence when it comes to ICT integration and pedagogical use of digital technologies (Blau and Shamir-Inbal 2017;Hatlevik 2016;Sipilä 2014;Wastiau et al 2013). Blau and Shamir-Inbal (2017) examined (from a school leader perspective) teachers' digital competences as one important component for ICT integration and pedagogical changes.…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

“…The first inductive sub-theme from the analysis concerns the impact of teachers' digital competence when it comes to ICT integration and pedagogical use of digital technologies (Blau and Shamir-Inbal 2017;Hatlevik 2016;Sipilä 2014;Wastiau et al 2013). Blau and Shamir-Inbal (2017) examined (from a school leader perspective) teachers' digital competences as one important component for ICT integration and pedagogical changes. In their study, they found that ICT integration and digital competence evolves over time and that digital competences must become an integral part of teachers' core teaching competences and not as something that is 'an add-on'.…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

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On the issues of digital competence in educational contexts – a review of literature

2017

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In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization.

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Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

On the issues of digital competence in educational contexts – a review of literature

2017

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“…In particular, current school teachers still feel burdened in teaching effectively in the smart learning environment and supporting the skills learners expect to use in the future. Previous studies commonly supported the idea that if teachers could have a positive self-efficacy in ICT teaching and learning, they would be likely to easily adopt ICT instructions in classrooms (Blau and Shamir-inbal 2017;Chang et al 2017;Cheok and Wong 2015;Hatlevik 2017;Holden and Rada 2011;Teeroovengadum et al 2017;Willis et al 2018). Moreover, Reksten (2000) explained the importance of teachers' perceptions as follows: "The critical prerequisite for successful technology integration is preparing your staff and your school community to take on the positive aspects of an inviting school 'context' for technology change" (p. 9).…”

Section: Literature Reviewmentioning

confidence: 96%

“…In general, many governments in different countries have made considerable investments to equip schools with technology; however, fiscal and material resources do not always result in the successful implementation of technology-enriched learning in the classroom. Previous studies on smart learning have viewed teachers as a critical factor in successful implementation of smart learning in schools (Blau and Shamir-inbal 2017;Brinkley et al 2011;Teeroovengadum et al 2017;Willis et al 2018). Palfrey and Gasser (2008) described teachers and students as two very different generations.…”

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confidence: 99%

Elementary teachers’ beliefs and perspectives related to smart learning in South Korea

Lee

2019

Smart Learn. Environ.

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This study focused on elementary teachers' perceptions of smart learning issues to suggest a better future teachers' training program to support student's smart learning in classrooms. Rapidly developing technology changes every aspect of our life. In order for twenty-first century learners to prepare for this technologically ever advancing world, teachers also should make any necessary adaptations to the changes. The use of smart devices and social networking systems is becoming more common in classrooms throughout the country. Thus, it is necessary for public schools to make appropriate changes in aspects of their technology infrastructures and instructional methods and resources for smart learning. To this end, teacher competencies are regarded as a critical factor in the successful implementation of smart learning. Smart learning is not just learning with smart devices but the learning that smart technology can afford. Prior studies have indicated that teachers' positive perceptions and knowledge of technology are associated with the successful implementation of computer-based learning. Building upon the previous research, this study investigated to what extent teachers' educational beliefs as well as teachers' positive perception, and knowledge of technology are associated with teachers' perception on smart learning. For this study, a total of 438 elementary teachers in South Korea participated in the survey on smart learning related questions including teachers' educational beliefs, technology support system in their schools, teachers' efficacy of technology-based teaching & learning, teachers' perspective on computer-based learning and perspective on smart learning. First, the result showed that the correlations between the all measured variables were statistically significant. Then, a path analysis model of teachers' perception on smart learning was constructed, and its statistical validity was confirmed. The path model revealed that teachers' educational beliefs directly influence teachers' ICT-related knowledge and usage in the classroom. In addition, teacher's education beliefs also directly influence teachers' perception on computer-based learning and smart learning. This indicates that the smart learning shares student-centered learning beliefs. Moreover, teacher's perception on smart learning is influenced by their perception on computer-based learning, and this was in turn affected by the degree of teachers' knowledge and usage of technology. In other words, teachers who have more students-centered learning beliefs and a higher level of ICT-related knowledge and usage seemed to have a more positive view on smart learning. Also, the more technology support system school provided, the more positive perspective the teachers have on smart learning. The results of this study have implications for both pre-service and in-service teacher professional development. The

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“…Moreover, creative computing is an important design activity which gives youth a real opportunity to 'learn by design' and to build important 21 st century digital literacy competences within the context of a complex design project (Blau & Shamir-Inbal, 2016;Brennan & Resnick, 2012). Instead of technical details of computation, creative computing emphasizes the interests of youth, their vivid imagination, and the realization of their creative potential (Benolol & Blau, 2016;Kafai, 2016).…”

Section: Framework and Literature Reviewmentioning

confidence: 99%

Can Designing Self-Representations through Creative Computing Promote an Incremental View of Intelligence and Enhance Creativity among At-Risk Youth?

Blau

Benolol

2016

IJELL

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Creative computing is one of the rapidly growing educational trends around the world. Previous studies have shown that creative computing can empower disadvantaged children and youth. Atrisk youth tend to hold a negative view of self and perceive their abilities as inferior compared to "normative" pupils. The Implicit Theories of Intelligence approach (ITI;Dweck, 1999Dweck, , 2008 suggests a way of changing beliefs regarding one's abilities. This paper reports findings from an experiment that explores the impact of a short intervention among at-risk youth and "normative" high-school students on (1) changing ITI from being perceived as fixed (entity view of intelligence) to more flexible (incremental view of intelligence) and (2) the quality of digital selfrepresentations programmed though a creative computing app. The participants were 117 Israeli youth aged 14-17, half of whom were at-risk youth. The participants were randomly assigned to the experimental and control conditions. The experimental group watched a video of a lecture regarding brain plasticity that emphasized flexibility and the potential of human intelligence to be cultivated. The control group watched a neutral lecture about brain-functioning and creativity. Following the intervention, all of the participants watched screencasts of basic training for the Scratch programming app, designed artifacts that digitally represented themselves five years later and reported their ITI. The results showed more incremental ITI in the experimental group compared to the control group and among normative students compared to at-risk youth. In contrast to the research hypothesis, the Scratch projects of the at-risk youth, especially in the experimental condition, were rated by neutral judges as being more creative, more aesthetically designed, and more clearly conveying their message. The results suggest that creative computing combined with the ITI intervention is a way of developing creativity, especially among at-risk youth. Increasing the number of youths who hold incremental views of intelligence and developing computational thinking may contribute to their empowerment and wellbeing, improve learning and promote creativity.

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Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

Cited by 152 publications

References 48 publications

On the issues of digital competence in educational contexts – a review of literature

On the issues of digital competence in educational contexts – a review of literature

Elementary teachers’ beliefs and perspectives related to smart learning in South Korea

Can Designing Self-Representations through Creative Computing Promote an Incremental View of Intelligence and Enhance Creativity among At-Risk Youth?

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