The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools

Haarala-Muhonen, Anne; Myyry, Liisa; Pyörälä, Eeva; Kallunki, Veera; Anttila, Henrika; Katajavuori, Nina; Kinnunen, Päivi; Tuononen, Tarja

doi:10.3389/feduc.2023.1223665

Cited by 3 publications

References 78 publications

(124 reference statements)

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Embracing Inclusivity

Singha

2024

Advances in Educational Technologies and Instructional Design

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The chapter explores the critical role of diversity and inclusion in contemporary education in the context of the COVID-19 pandemic and global conflicts. It provides strategies for the cultivation of equitable learning environments, with a focus on the integration of technology, the development of secure spaces, and the development of culturally responsive teaching. Forging community partnerships, empowering student voices, and conducting ongoing assessments of inclusive practices are prioritized. Educators can ensure that all students have equitable opportunities by adopting these methods, enabling them to accommodate their diverse requirements better. Education is positioned as a catalyst for equity and social justice in our interconnected world, and the chapter advocates for a sustained commitment to inclusivity.

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Embracing Inclusivity

Singha

2024

Advances in Educational Technologies and Instructional Design

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Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

Janer,

Azarias

2024

IJRSE

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Continuous professional development programs play an essential role in developing competency of teachers, because of their positive impact to students' academic achievement.Professional Development program is aimed at equipping teachers with the necessary knowledge and skills to make them efficient, effective and successful in their job. While the importance of continuous professional development is recognized, more investigations are needed to describe and identify the current professional practices and needs of teachers as bases in crafting an effective professional development program. In such perspectives, this study was conceptualized. Through the interviews, the study produced extended texts as a result of transcribing the interview recordings. Thorough text's thematic analysis on professional development practices led to the discovery of important three themes dubbed as ACE: Attending Professional Activities, Collaborating with Colleagues, and Enrolling Graduate Studies. These themes emphasized the professional development practices of teachers. Furthermore, this study discovered the professional development needs of teachers as revealed by the thematic analysis of the gathered data, dubbed as the 5S of teachers. These needs are focused on having intensive trainings on strategies in Integrating Information and Communications Technology (ICT) to pedagogy, strategies on classroom management, skills in communication, strategies in localizing instruction, and skills in writing research. Finally, the study concludes that undergoing ACE will address the identified 5S. In such light, the localized primer developed may be used to crafting and implementing professional development programs thereby enhancing teachers' competency that will ultimately pave the way for transformative teaching practices, enriched learning experiences, and empowered students.

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Digital Competence among Araling Panlipunan Teachers in the Division of El Salvador City

Paquinol,

Taganas,

Comon

2024

EMSJ

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Araling Panlipunan teachers' digital competence theorizes that transformative teaching practices and ongoing professional growth as the driving force behind enables educators to flourish in the digital era. This study aimed to determine the level of teachers' digital competence in teaching and professional development. Specifically, it accomplished three primary objectives on characterizing the respondents; examining teachers' digital competence in terms of teaching and professional development; and determining correlations between the respondents' profiles and their digital competence. The study involved one hundred sixty-four (164) Araling Panlipunan teachers, using a universal sampling method. A correlational-descriptive research design was employed, utilizing a patterned and modified questionnaire. Statistical tools such as means, frequency, standard deviation, and Pearson-r were employed to analyze the collected data, allowing for a comprehensive examination of the teachers' digital competence in teaching and professional development. Findings showed that majority of the respondents are handling Grade 1-3 with units in Master’s degree and have a teaching experience of 10 years or more. They have personal ownership of digital tools with daily internet and duration of ICT usage of 4-8 hours. The respondents have a high level of digital competence in teaching and professional development. There is a significant relationship between daily internet and duration of ICT usage and the respondents’ digital competence. It is important for teachers to be good at using digital tools. Teachers who actively engage in collaborative learning experiences using digital platforms and tools are more likely to enhance their digital competence and improve their teaching practices. It is recommended that teachers who have accrued credits in Master’s degree continue their pursuit of completing the program. Additionally, it is imperative for teachers to employ plagiarism detection software to thoroughly examine students’ work for any signs of plagiarism.

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The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools

Cited by 3 publications

References 78 publications

Embracing Inclusivity

Embracing Inclusivity

Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

Digital Competence among Araling Panlipunan Teachers in the Division of El Salvador City

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