Knowledge types in initial teacher education: a multi-dimensional approach to developing data literacy and data fluency

Kennedy-Clark, Shannon; Reimann, Peter

doi:10.1080/23735082.2021.1957140

Cited by 5 publications

(6 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educational data encourage teachers to reflect on their daily teaching and some previous data-based teacher literacy frameworks emphasize that teachers should strive to integrate data into their professional practice. Although most teachers are aware that data literacy leads to better decision-making (Kennedy-Clark and Reimann, 2021 ), many are unable to integrate technology into their classroom practice and some may refuse to do so altogether. One reason for this may be that technology requires teachers to constantly innovate approaches and shift their “comfort zone” away from classical or conventional teaching, which many resist doing (Agustini et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…The assumption is that better data literacy will improve teachers' ability to instruct their students and will ultimately raise student performance levels (Mandinach and Gummer, 2016a ). Moreover, a data-driven decision-making process will provide teachers with more accurate measures of pedagogy, assessment, and classroom management, and accelerate their professional development (Kennedy-Clark and Reimann, 2021 ). Recent studies have also stressed the need for teachers to develop their practical and communicative skills by sharing timely and targeted feedback data instantly with students (Cui et al, 2019 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

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

Cui

Zhang²

2022

Front. Psychol.

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 99%

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.

View full text Add to dashboard Cite

show abstract

“…As technology evolves with new functions, teachers must decide whether these new tools are valuable to use in the classroom. Kennedy (2021) explains that a blended learning approach is just as practical as traditional face-to-face or online-only methods. Evidence has also shown that a blended learning approach has better outcomes than face-to-face or online learning, but the specifics of the design must be considered to achieve this result (Kennedy, 2021).…”

Section: Technology Integration For Cpdmentioning

confidence: 99%

“…Kennedy (2021) explains that a blended learning approach is just as practical as traditional face-to-face or online-only methods. Evidence has also shown that a blended learning approach has better outcomes than face-to-face or online learning, but the specifics of the design must be considered to achieve this result (Kennedy, 2021). Numerous studies have stated that a large proportion of CPD targeting technology was woefully inadequate (e.g.…”

Section: Technology Integration For Cpdmentioning

confidence: 99%

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

2023

View full text Add to dashboard Cite

This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate school-based professional support. An intervention implementing the technology-integrated continuous professional development cycle was conceptualised and implemented in the study. A teacher educator, together with eight English teachers, implemented the technology-integrated continuous professional development cycle. A blended approach to school-based professional support revealed that teachers valued the technological tools that facilitated professional development. These tools (such as Google Drive, Google Meets and WhatsApp) allowed for teachers to collaboratively conduct action research with the teacher educator. The study identified what factors engaged teachers in professional development as well as how technology facilitated continuous professional development. The study concluded that a mixture of different modes of continuous professional development allowed for greater teacher professional development to take place, as well as leading to applying the professional development in the classroom context.

show abstract

“…The concept of data fluency has also emerged, accompanied by a similar lack of definitional precision. Data fluency has been described as the ability and confidence to select appropriate software tools for data analysis (Kirkwood, 2016), and has been differentiated from data literacy on the basis that literacy implies a novice status whereas fluency implies having more expertise—for example, the nuanced understanding necessary in order to “…ask informed questions to make highly articulated data‐driven decisions” (Kennedy‐Clark & Reimann, 2022, p. 44). Perhaps the reality is that the terms data literacy and data fluency are used interchangeably as reported by Capdarest‐Arest and Navarro (2021), particularly in situations where it is important to avoid the negative connotations of illiteracy.…”

Section: Cultures Of Data‐related Skills and Attitudesmentioning

confidence: 99%

Understanding data culture/s: Influences, activities, and initiatives: An Annual Review of Information Science and Technology (ARIST) paper.

Oliver

Cranefield

Lewellen

2023

Asso for Info Science & Tech

View full text Add to dashboard Cite

Data culture/s as a research topic has begun to attract attention from a wide range of disciplines, albeit with inconsistent application of definitions, dimensions, and applications. This work builds on a call to investigate data culture/s within the information studies domain as a topic related to, but distinct from, information culture. The purpose of this study is to explore what is known about data culture/s in greater depth. We apply a retroductive approach to select and consider likely dimensions, inputs, and aspects of data culture/s in order to further map this construct to the literature, and thereby highlight gaps and opportunities to add to this body of knowledge. The initial candidate dimensions explored below include data‐related skills and attitudes, data sharing, data use/reuse, data ethics and governance, and a specific focus on Indigenous perspectives to provide insights on why and how a group may contest the emergent dominant discourse of data culture/s. Our conclusion highlights areas needing further research to fully define and examine the dimensions, inputs, and aspects of data culture/s, and calls for greater understanding and engagement with data culture/s from the information studies community.

show abstract

Knowledge types in initial teacher education: a multi-dimensional approach to developing data literacy and data fluency

Cited by 5 publications

References 40 publications

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

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

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

Understanding data culture/s: Influences, activities, and initiatives: An Annual Review of Information Science and Technology (ARIST) paper.

Contact Info

Product

Resources

About