Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning

Shamir‐Inbal, Tamar; Blau, Ina

doi:10.1080/19415257.2020.1763434

Cited by 41 publications

(22 citation statements)

References 32 publications

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“…Another aspect outlined by other authors who have explored micro-learning is its positive impact on self-regulation components such as forethought, performance and reflection. This approach strengthened students’ fundamental psychological requirements for self-perceived competence, relatedness, and autonomy and enhanced their exam results in terms of factual knowledge, which is crucial for the needs Colombian students have ( Shail, 2019 ; Shamir-Inbal & Blau, 2022 ). Given the serious reading deficiencies noted in Colombia, a framework for creating mobile applications that use micro-learning techniques will be created.…”

Section: Background and Related Workmentioning

confidence: 99%

Design of a micro-learning framework and mobile application using design-based research

Robles

Jimeno

Villalba

et al. 2023

PeerJ Computer Science

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Traditional learning techniques have evolved slowly and have yet to adapt the course content delivery to today’s students’ approaches to acquiring new knowledge. However, micro-learning has become popular in e-Learning environments as a course design technique due to short attention spans, demand for small chunks of information, and time constraints. Hence, it has been selected for creating reading mobile applications provided to the nature of its learning approach. In order to describe the multiple iterations of design, development, and evaluation of this general framework, a methodology named Design-Based Research (DBR) is implemented. First, the article presents the abstract framework components and a cloud-based software architecture that allows a modular approach to creating such applications. The pathway developed through adapting the iPAC framework, which involves personalization, authenticity, and collaboration, is part of the methodology used to design the app under pedagogical and technological considerations. The process demanded the following phases: analysis and exploration, design and construction, evaluation and reflection, redesign and reconstruction, and final critical reflections. Four applied instruments also validate the framework implementation: The iPAC Rubric, an aphorisms checklist, a pre and post-test, a focus group, and a usability test taken by 28 students in a private university in Colombia. Findings indicated that Design-Based Research (DBR) methodology emerged as an appropriate tool to encounter the needs behind reading applications design due to its sequence of operations yields results successively closer to adequate usability standards and smooth implementation. They also reveal the positive impact of new types of texts on students’ motivation and awareness toward other reading strategies and micro-learning. This impact indeed proved the proposed framework’s effectiveness for designing micro-learning applications.

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Section: Background and Related Workmentioning

confidence: 99%

Design of a micro-learning framework and mobile application using design-based research

Robles

Jimeno

Villalba

et al. 2023

PeerJ Computer Science

View full text Add to dashboard Cite

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“…In addition to the definition issue, the major challenge for education, according to several studies around the world, is the lack of training provided through teacher education or professional development (Avidov‐Ungar et al, 2022, 2023; Kim et al, 2019; Kimbell‐Lopez et al, 2016; Krumsvik, 2008; Shamir‐Inbal & Blau, 2022). According to Tomczyk (2020), it is teachers who bear the responsibility for developing DL skills for students, although there is a diversity in knowledge, skills, and attitudes regarding DL among teachers regardless of the country and stage of education (Considine et al, 2009; Eyal, 2012; Statti & Torres, 2020; Tomczyk, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The SAMR model provides a technique for moving through degrees of technology adoption to find more meaningful uses of technology in teaching and to move away from simply using ‘technology for technology's sake’. This programme is implemented as part of the professional development of teachers in Israel (Shamir‐Inbal & Blau, 2022). It produced a detailed model indicating the specific competences implemented at each specific level, competences which should be evaluated (Shamir‐Inbal & Blau, 2021; Winer, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Cultural background in digital literacy of elementary and middle school students: Self‐appraisal versus actual performance

Hadad

Watted

Blau

2023

Computer Assisted Learning

Self Cite

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BackgroundIntegration of digital technologies in schools raises the need of students to master technological, cognitive, and social digital literacy (DL) competencies.ObjectivesBased on Hofstede's dimensional paradigm for defining culture, we address the cultural context and examine perceived and actual DL of Arabic‐speaking minority students in Israel.MethodsFirst, 402 Arabic‐speaking minority students from elementary Arabic‐speaking schools and 232 students from middle schools reported their DL based on the DL framework. Among them, 347 elementary and 205 middle school students performed a battery of DL tasks.Findings and ConclusionsThe findings revealed a very low level of DL performance by minority students in both elementary and middle schools. The highest performance score was in information literacy: M = 1.49 and M = 1.55 out of 5.00 for elementary and middle school students respectively. Despite ubiquitous use of social networks, the lowest score was obtained in social–emotional literacy—0.23 for both elementary and middle school students. In contrast to performance, both elementary and middle school minority students estimated their digital literacy competencies as high or very high. Among the elementary students, a weak correlation was found between their DL perceptions and performance of the photo‐visual, branching, and social–emotional literacies. Among the middle school students, the only significant correlation was found between perceptions and performance of reproduction literacy. The findings raise the need to improve DL competencies of minority students and develop their metacognitive abilities. This helps to assess their DL more accurately, in order to ensure their successful functioning in digital environments. Theoretical and educational implications of the findings are discussed.

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“…Digital transformation is affecting many industries, including education, and professors must adapt their materials and assessments to a digital environment in the face of all kinds of technical impediments [31,32]. This implies a change in mentality towards assuming the importance of technology [28], and constant training [26,28], and those professors must dedicate more time and energy to adapt to this digital environment [33], and even to be digitally available to students [34,35], undoubtedly an extra effort, which is closely related to SDG 4, quality education within sustainable development, dedicated to the promotion of lifelong learning opportunities for all [36].…”

Section: University Ict Challenges and Sdgmentioning

confidence: 99%

The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

et al. 2021

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Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the massive use of ICTs and educational digitization, and the promotion of SDG 4, which establishes Target 4.3, ensuring access to quality university education. To achieve this, a descriptive study methodology is used, in which the results of a validated survey, on a sample of 245 teachers from 32 public and private Spanish universities, were analyzed. The main results consist of the different emotional reactions among professors, finding that, on the one hand, ICTs allow for the development of new skills, the introduction of new methodological proposals, and the development of a positive attitude towards the use of digital tools in order to reach all of their students. However, on the other hand, the results also show that the use of ICTs caused an increase in anxiety, workloads, and the need for ongoing training. There is a need to continue improving the digital competencies of faculty professors in order to favor access to ICTs by university students and, thus, promote quality education worldwide.

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Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning

Cited by 41 publications

References 32 publications

Design of a micro-learning framework and mobile application using design-based research

Design of a micro-learning framework and mobile application using design-based research

Cultural background in digital literacy of elementary and middle school students: Self‐appraisal versus actual performance

The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

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