Expected data literacy knowledge and skills for early career teachers: Perspectives from school and district personnel

Conn, Cynthia A.; Bohan, Kathy J.; Bies-Hernandez, Nicole J.; Powell, Pamela; Sweeny, Shannon P.; Persinger, Lisa L.; Persinger, Joey D.

doi:10.1016/j.tate.2021.103607

Cited by 9 publications

(6 citation statements)

References 12 publications

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“…As education went digital, schools tended to become more networked and data-driven. Previous research confirmed that data already constituted an integral element in students' learning (Gouseti et al 2023;Conn et al 2022), and data literacy became a necessary skill for teachers in making decisions about student progress (Trantham et al 2021). However, we found that data literacy was the lowest among several factors for both rural and urban teachers, which was a less prominent determinant for teachers (Gouseti et al 2023).…”

Section: Discussionsupporting

confidence: 62%

“…In this context, there was an urgent need to enrich teachers' data literacy (Marín et al 2021), especially in rural areas, so that teachers should undergo training to equip themselves. What's more, data literacy, which should cover both technical and pedagogical features, needed to be integrated into the framework for teachers' professional development (Conn et al 2022;Cui and Zhang, 2022). At the region-wide level, further investment in teacher training programs needed to be encouraged to help teachers integrate data to improve their teaching practices, particularly with regard to rural teachers.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, there were few existing studies about data literacy in rural areas. For example, Conn et al (2022) interviewed rural teachers who noted that data literacy was not mentioned in teacher assessment to collect data on how teachers improved their teaching based on the results of the assessment. Thus, it was obvious that the cultivation of data literacy was neglected for rural teachers.…”

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confidence: 99%

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What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample

Lin,

Chu,

Yang

et al. 2023

Humanit Soc Sci Commun

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The digital divide between rural and urban areas is becoming the key factors resulting educational imbalance, which might be exacerbated by differences in teachers’ digital teaching competence. Therefore, it was crucial to explore the divide and determinants of digital teaching competence between rural and urban teachers. A large-scale survey was conducted with 11,784 K–12 teachers in China (43.40% from rural schools and 56.60% from urban schools). First, this study investigated potential factors for teachers’ digital teaching competence, including information and communication technology (ICT) attitude, ICT skills, and data literacy. Second, the data indicated the digital divide existed, i.e., the ICT attitude, ICT skills, data literacy, and digital teaching competence of rural teachers were significantly lower than those of urban teachers. Third, the Blinder-Oaxaca decomposition method demonstrated that data literacy and ICT skills were the most important determinants of the divide in digital teaching competence between rural and urban teachers. Hence, our research provided important insights for policymakers, school leaders and teachers to bridge the digital divide.

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Section: Discussionsupporting

confidence: 62%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample

Lin,

Chu,

Yang

et al. 2023

Humanit Soc Sci Commun

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“…Marsh ( 2012 ) indicated the need for teachers to integrate data literacy with their professional knowledge. By integrating TDL with their general abilities, teachers can teach more effectively (Raffaghelli, 2019 ), and improve student outcomes (Conn et al, 2022 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers' professional development

Cui

Zhang²

2022

Front. Psychol.

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While teachers' knowledge is widely viewed as a key aspect of professional development in the new era, little research attention has been paid to one of its key components: teacher data literacy. Accordingly, this study aimed to combine teacher data literacy with TPACK (technological pedagogical content knowledge), a widely-used framework for understanding and assessing teachers' knowledge. We first used qualitative methods to develop this integrated framework, then distributed a quantitative self-report survey based on the framework to teachers, and analyzed the resulting data. The qualitative phase highlighted five types of teachers' knowledge required in an integrated core knowledge system incorporating data literacy and provided insights for reflecting on teaching and learning in smart learning environments. The quantitative analysis of data from the TDL-TPACK questionnaire indicated that most teachers were competent practitioners but had some areas for improvement. Experienced teachers in their 30s and 40s performed at higher levels, while some of those aged over 50 displayed incremental decreases in performance. Other factors such as the age, experience, academic qualifications, and role of teachers may affect different aspects of their knowledge, including their data literacy. The research findings provide useful insights for additional teacher training and development programs in the context of smart education.

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“…Data literacy must be taught throughout a special education teacher preparation program. Data literacy is the ability to choose, interpret, and use information from assessments to drive instructional decisions (Conn et al, 2022). To be efficient and effective in this process, preservice teachers need to be taught how to gather several types of data using various assessment tools on a continuous cycle (Merk et al, 2020).…”

Section: Leading and Engaging Faculty Inmentioning

confidence: 99%

Aligning Special Education Teacher Training With Reading Science: Challenges and Recommendations

Solari

Hayes

Demchak

et al. 2022

Intervention in School and Clinic

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This article discusses developing special education teacher candidates who have a solid knowledge of scientifically aligned reading practices. Challenges in preservice teacher education are presented including alignment of course work and clinical experiences to the robust evidence base in reading science. Key questions and resources are presented to guide teacher education in developing evidence-based reading methods courses and clinical experiences.

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Expected data literacy knowledge and skills for early career teachers: Perspectives from school and district personnel

Cited by 9 publications

References 12 publications

What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample

What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample

Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers' professional development

Aligning Special Education Teacher Training With Reading Science: Challenges and Recommendations

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