Preparing Future Teachers to Redefine Learning With Technology

Trust, Torrey

doi:10.1080/21532974.2017.1281654

Cited by 10 publications

(8 citation statements)

References 3 publications

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“…The digital teacher 2030 competency profile can be used by educational organizations and governments to develop training programs for the future and be used as a guide to inform "trainers of teachers" so that they can gain the expertise to effectively educate future teachers, as well as model the behaviors that teachers should use (Trust, 2017(Trust, , 2018.…”

Section: Resultsmentioning

confidence: 99%

Competency Profile of the Digital and Online Teacher in Future Education

Ally

2019

IRRODL

144

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As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing a competency profile for the digital teacher of the future. The research conducted focus groups and interviews with education experts from six countries to identify the forces shaping education in the future and the competencies required by the digital teacher to function effectively. The Competency Profile for the Digital Teacher (CPDT) can be used to train and orient the digital teacher of the future.

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Section: Resultsmentioning

confidence: 99%

Competency Profile of the Digital and Online Teacher in Future Education

Ally

2019

IRRODL

144

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“…It also elicited their perceptions of related challenges and concerns. Given that PLN activities are inherently collaborative and personalised endeavours (Trust, 2017), with or without technology-mediation, the study aims to provide nuanced understandings of how the use of mobile technologies mediates these practices in a PST learning context.…”

Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Kearney

Maher

2019

AJET

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Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers' professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology, where data from focus group discussions, artefact collection, and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.

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“…Martin et al (2019) developed a conceptual framework focused on online course design, assessment and facilitation. Trust (2017) and Ogienko (2016) emphasize that in teacher training, the use of technology enables learning through creation and problem-solving, develop creativity, and critical thinking. The analysis of the scientific literature has shown that the problem of using distance education in teacher training in the context of the COVID-19 pandemic has not been the subject of recent research.…”

Section: Introductionmentioning

confidence: 99%

How to Teach Pedagogy Courses Online at University in COVID-19 Pandemic: Search for Answers

Terenko

Ogienko

2020

RREM

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The worldwide spread of COVID-19 pandemic poses new challenges to higher education, in general, and to pedagogical education in particular. The transition to distance education can minimize the impact of the pandemic on the teacher training system. The purpose of the article is defining approaches to teaching online pedagogy courses at the university. Didactic effect was determined of the complex use of Moodle and Prometheus online platforms, Zoom webinar software, mobile learning technologies and various web servers for teachers in the course of online teaching of pedagogical disciplines to future teachers. The results of the study indicate their flexibility, multidimensionality and ability to provide interactive learning. It has been found that an important condition for the effectiveness of distance learning in quarantine is the provision of educational and information support for teachers and students. Most of the students positively accepted the proposed methodology, and the teachers noted an increase in students' motivation for learning and their cognitive activity. The results of the study indicate the appropriateness of using the selected platforms and tools in teaching online pedagogy courses at university.

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Preparing Future Teachers to Redefine Learning With Technology

Cited by 10 publications

References 3 publications

Competency Profile of the Digital and Online Teacher in Future Education

Competency Profile of the Digital and Online Teacher in Future Education

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

How to Teach Pedagogy Courses Online at University in COVID-19 Pandemic: Search for Answers

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