Sources of Professional Support: Patterns of Teachers’ Curation of Instructional Resources in Social Media

Torphy, Kaitlin T.; Liu, Yuqing; Hu, Sihua; Chen, Zixi

doi:10.1086/711008

Cited by 18 publications

(15 citation statements)

References 38 publications

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“…Researchers have focused on the emerging role of digital curation as teachers create, locate, and remix digital content (Leighton & Griffioen 2021;Scott 2015). Others have examined how teachers engage in social media to locate resources, with several focussing in on how teachers access Pinterest as a source for developing curriculum (Hu et al 2018;Torphy et al 2020;Torphy & Drake 2019). Additional studies explore online marketplaces for buying and selling teaching materials, such as TeachersPayTeachers.com, a resource where educators can buy and sell educational materials (Hu et al 2018;Pittard 2017;Shelton et al 2021;Shelton & Archambault 2019).…”

Section: The Notion Of Educational Content Creatorsmentioning

confidence: 99%

Educators as Content Creators in a Diverse Digital Media Landscape

Paskevicius¹

2021

Journal of Interactive Media in Education

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This paper focuses on the ways educators can work within the guidelines of copyright while using digital media to develop educational content in legal and ethical ways by exploring several key contemporary trends in digital content creation. Educators need not create learning materials from scratch, as the pool of resources available via the internet, from educational publishers, or physically stored within schools serve as resources for the development of contextually relevant learning materials. Educators are increasingly becoming content creators, and with the development of digital literacies to support content creation, they can combine resources from multiple sources to meet the needs of their learners. This may be done to ensure a lesson is current, meet the needs of differentiated instruction and universal design for learning, to design learning materials that are engaging, and those that can be shared widely. In this digital media landscape, it is important for educators to know how to navigate digital media for use in developing curriculum or learning materials. By drawing on the digital literacies associated with copyright and open educational practices, educators can work within the guidelines of fair use, link and embed content, recognize and use openly licensed content, and explore resources from the public domain in legal and technically appropriate ways while developing learning materials. These approaches may impact educators' design processes, while also demonstrating and modelling to learners the creative ways one can remix and share resources found on the web.

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Section: The Notion Of Educational Content Creatorsmentioning

confidence: 99%

Educators as Content Creators in a Diverse Digital Media Landscape

Paskevicius¹

2021

Journal of Interactive Media in Education

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“…Especial atención merece la formación del profesorado. Los maestros del siglo XXI participan con frecuencia en la conservación de recursos educativos en línea (Liu et al, 2020;Torphy et al, 2020). Es importante educarlos en estrategias de curación para que los recursos seleccionados por maestros tengan una alta demanda cognitiva (Hu et al, 2020) y favorezcan un compromiso profundo con una educación culturalmente relevante (Hu et al, 2019).…”

Section: Curación De Contenidosunclassified

Construir el conocimiento en la era digital: retos y reflexiones

Marimon-Martí¹,

Cabero‐Almenara²,

Quintero³

et al. 2022

Red

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This work is the revised version of a report on the new knowledge construction and creation models prepared by the authors within the framework of the International Forum on Education and Technology held in 2021 (FIET 2021). Based on the conclusions on this same theme from the first edition of the Forum held in 2014, the report identifies five major areas of development around which some of the most important challenges faced by emerging models of construction and creation of knowledge in digital contexts: the democratization of education and the taking into consideration of issues related to diversity in a broad sense; the impact of the COVID-19 pandemic and its implications regarding the uses of ICT in education; the existence of multiple and diverse contexts for the construction and creation of knowledge, their interrelation and their necessary articulation; content curation, its impact on educational practices and its implications for teacher training and for student learning; and learning analytics and their role in decision-making aimed at improving teaching effectiveness and optimizing learning. These five areas are reviewed successively, identifying, in each of them, the issues that, in the opinion of the authors, are most significant and relevant and, consequently, should be the object of special attention in research and educational innovation in the coming years. years. By way of conclusion, the progress made between 2014 and 2021 is synthesized, the pending challenges are identified and some of the most salient features are pointed out that, in light of the analyzes presented in the report, should characterize the emerging models of construction and knowledge creation. The work also includes two annexes dedicated, respectively, to presenting a glossary of some terms used in the report and five relevant and significant research products from the five mentioned development areas. Este trabajo identifica cinco grandes ámbitos de desarrollo en torno a los cuales se articulan algunos de los retos más importantes que enfrentan los modelos emergentes de construcción y creación de conocimiento en contextos digitales: la democratización de la educación y la toma en consideración de las cuestiones relacionadas con la diversidad en un sentido amplio; el impacto de la pandemia de la COVID-19 y sus implicaciones en lo que concierne a los usos de las TIC en la educación; la existencia de múltiples y diversos contextos de construcción y creación de conocimiento, su interrelación y su necesaria articulación; la curación de contenidos, su impacto en las prácticas educativas y sus implicaciones para la formación del profesorado y para el aprendizaje del alumnado; y las analíticas de aprendizaje y su papel en la toma de decisiones orientadas a mejorar la eficacia de la enseñanza y optimizar el aprendizaje. Estos cinco ámbitos son revisados sucesivamente identificando, en cada uno de ellos, las cuestiones que, a juicio de los autores, son más significativas y relevantes y, en consecuencia, deberían ser objeto de especial atención en la investigación y la innovación educativa en los próximos años. A modo de conclusión, se identifican los retos pendientes y se señalan algunos de los rasgos más destacados que, a la luz de los análisis presentados en el informe, deberían caracterizar los modelos emergentes de construcción y creación de conocimiento. El trabajo incluye, además, dos anexos dedicados, respectivamente, a presentar un glosario de algunos términos utilizados en el informe y cinco productos de investigación relevantes y significativos de los cinco ámbitos de desarrollo mencionados.

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“…Blinov, M.V. Dulinov and others have developed and are being implemented in practice the didactic concept of digital professional education and training [2] , models of multi-level training of teachers for professional activity in the context of digital learning [7,8,9]. Thus digital training entails a change in the professional activity of teaching staff and the formation of new professional skills that provide the ability of the teachers' potential to work effectively with mediacontent.…”

Section: The Objective Of the Workmentioning

confidence: 99%

Digital tools in the formation of physical culture values in the higher education system

2021

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The article discusses and describes theoretical research and practical results of using digital technologies in formation of values of physical culture in the medical university. The experiment involved 1569 young men and women of full-time education form of the Orenburg State Medical University. To collect statistics in the context of a pandemic were used the online questionnaire and interview method. The respondents developed basic digital skills in use of various digital tools that allow them to monitor the physiological indicators. There was observed an increase in the level of motor activity in groups of students during online classes using educational platforms. There was discovered a positive dynamics in the orientation of the student's personality to health as a value. Thus the systematic implementation of digital technologies in the teaching of disciplines (modules) in physical culture and sports contributed personification of the learning process, visualization of environments for the training process, enlargement of forms of physical and recreation activities, introduction of platform solutions as a space for pedagogical innovations.

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Sources of Professional Support: Patterns of Teachers’ Curation of Instructional Resources in Social Media

Cited by 18 publications

References 38 publications

Educators as Content Creators in a Diverse Digital Media Landscape

Educators as Content Creators in a Diverse Digital Media Landscape

Construir el conocimiento en la era digital: retos y reflexiones

Digital tools in the formation of physical culture values in the higher education system

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