Reconsidering teachers’ pedagogical reasoning and decision making for technology integration as an agenda for policy, practice and research

Enseigner et apprendre avec la technologie pendant la pandémie COVID-19 : Soulignant la nécessité d'alignements micro-méso-macro

“…Secondly, alignment is needed between students' use of technology in formal and informal learning settings (Lewin & Charania, 2018). Thirdly, the affordances of technology need to be integrated with learning and pedagogical goals (Cox & Laferrière, 2020;Forkosh-Baruch et al, 2021;Tan et al, 2021).…”

“…Ifenthaler et al (2018) argue that data mining is rather limited in assessing a student's learning and advocate for a more holistic model that also includes student characteristics, behavior, and curriculum requirements. Several scholars (Forkosh-Baruch et al, 2021;Webb & Gibson, 2015) contend that the data mining algorithms used need to be transparent for teachers so that they are aligned with instructional needs, and teachers can decide whether to use the information to inform their instruction and make responsible use of it.…”

“…Albion et al (2015) argue that professional support (resources, programs, strategies) needs to be envisioned from the roles teachers have in the (online) teaching and learning process, and support needs to be designed that impacts a teachers' practice. Such support not only needs to focus on the development of competencies in the four domains mentioned above, but also on teacher pedagogical reasoning about technology use in education, in order to align affordances of technologies with the learning activities and educational goals (Forkosh-Baruch et al, 2021). Learning to teach online requires an active role from teachers who experiment with new tools and strategies (with guidance from more experienced colleagues) and have the opportunity to reflect and share with colleagues (Smits et al, 2019).…”

Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology

“…In studying the uptake of the CW, we follow recent scholars who have reconceptualized instructors' uptake of education technology. They have shifted from diffusion of turn‐key innovations to pay attention to the rich context‐specific learning environments that require dynamic, pedagogical decision making (Forkosh‐Baruch et al, 2021; Stefaniak et al, 2021) while acknowledging that instructors have different fluency integrating educational technology into their practice (Graves & Bowers, 2018). Uptake is enhanced when instructors develop ownership in the ways they use technology (Yoon et al, 2016), an orientation that can be difficult to achieve with a fidelity‐of‐implementation approach.…”

The Challenge of an Interactive Audiovisual-Supported Lesson Plan: Information and Communications Technologies (ICTs) in Adult Education

“…Traditional educatorcentered education is long-standing in various conventional educational environments and is, unfortunately, still highly entrenched in many contemporary education systems of different levels and disciplines (including also adult education or even afterschool programs) [28][29][30][31][32]. Additionally, in many educational environments, the educator is still a 2 of 47 digitally and technologically illiterate advisor and mentor [16,28,[31][32][33][34], while learners and especially learners of the younger generational cohorts seem to undertake the responsibility for their own learning process using ICT-tools to collect information as they are considered more familiar with them [16,28,31,[35][36][37]. The COVID-19 pandemic led all education systems around the world to finally redesign their learning environments and to activate a modern technology-enhanced learning model to promote further interplay, interaction and small-group work, and utilize digital technology as a knowledge medium that both learners and educators themselves benefit from [15,[38][39][40][41][42][43].…”