The ‘Sophisticated’ Knowledge of e-Teacher. Re-shape Digital Resources for Online Courses

Perla, Loredana; Agrati, Laura Sara; Vinci, Viviana

doi:10.1007/978-3-030-31284-8_1

Cited by 20 publications

(11 citation statements)

References 16 publications

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“…As noted elsewhere [17,45], 'in other words, teacher should develop' the ability to teach content from the students 'point of view' (Ben-Peretz 2011, p. 4), making…”

Section: Conclusion Rethinking the Descriptive Models Of Teachingmentioning

confidence: 99%

“…Laura Sara Agrati University of Bergamo, Benevento, Italy *Address all correspondence to: laurasara.agrati@gmail.com the most of the possibilities offered by the e-learning environment. An extension of the TPACK, more "sophisticated" [17,45] would be necessary to describe the knowledge of the teacher, which would concern not only the choice and delivery of effective digital content, from an organizational point of view, but also adaptation and re-shaping of knowledge to be taught on the basis of the characteristics of the students -as American experiences suggest (see ICritical Thinking of Educational Testing Service at the University of Princeton) and the DigCompEdu model -given that they take the perspective from the point of view of learning outcomes.…”

Section: Author Detailsmentioning

confidence: 99%

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Remote Support through Technologies: A Research-Training on Teachers’ ‘Sophisticated Knowledge’

Agrati¹

2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

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The COVID-19 pandemic accelerated the process of transforming teaching practices, such as remotely supporting students through innovative technological means. After a reflection on the impact of COVID-19 emergency on teachers’ skills, on the basis of a series of professional resources made available to teachers in order to support remote participation and learning of students, the work presents methodologies and results of an intervention-research, which involved 108 teachers in service, aimed at develop the teachers’ ability to integrate remote teaching technologies resources, with a view to personalizing interventions and effectiveness of learning content. The survey highlighted that relationship with students has been the teaching practice aspect most influenced by technologies/digital resources in the period of the pandemic. Such results offer support for didactic research to integrate the well-known explanatory model of TPACK (Technological Pedagogical Content Knowledge) with further aspects relating to ‘sophisticated’ knowledge, more linked to adaptation and re-shaping of knowledge to be taught with reference to the students needs.

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“…As noted elsewhere [17,45], 'in other words, teacher should develop' the ability to teach content from the students 'point of view' (Ben-Peretz 2011, p. 4), making…”

Section: Conclusion Rethinking the Descriptive Models Of Teachingmentioning

confidence: 99%

Section: Author Detailsmentioning

confidence: 99%

Remote Support through Technologies: A Research-Training on Teachers’ ‘Sophisticated Knowledge’

Agrati¹

2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

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“…Research has also shown the importance of adapting a university course in remote mode through careful planning of the learning environment and the targeted use of online technologies and resources, to support evaluative design practices in the university: this suggests the need to train university teachers in the development of "sophisticated" skills (Perla et al, 2019) that make them able to choose, use, transform disciplinary content into "digitized disciplinary content" and to know how to effectively design learning environments starting from the potentialities inherent in new technologies for teaching, able to bridge the traditional gap between the world of education and real contexts.…”

Section: Conclusion For Educational Practicementioning

confidence: 99%

Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses

Agrati

Vinci

2022

Front. Educ.

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Due to the COVID-19 pandemic, many university initial teacher education courses have been adapted into remote mode. Starting from specific topics of the training curriculum, the work focuses on adapting courses on evaluative knowledge and skills in an e-learning environment; it examined the development of student teachers’ evaluative knowledge (terminology and concepts) and skills (design of paper and pencil assessment tools) who took the adapted courses. A comparative study of two adapted university degree courses (University of Bergamo and Mediterranean University of Reggio Calabria in Italy – initial training of future primary school teachers) in the area of evaluation, was carried out. The study involved 155 primary school student teachers and made a mixed method investigation with sequential system. The first exploratory method collected quantitative data by an “ad hoc” questionnaire on student teacher’ knowledge, the second confirmatory method gained qualitative data through the document analysis of paper-and-pencil assessment tool on student teachers’ skill. The results highlight substantial similarities on knowledge (function of evaluation, difference between evaluation and assessment, object of school evaluation) and skill (ability to refer to real situations and promote situated knowledge) but also differences (construct of school “evaluation processes” and ability to provide different solutions for solving the task) e specific difficulty in implementing the “constructive alignment.”

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“…In regard to the diversity of possibilities, different skilled academic staff for the different settings is needed. Perla et al (2019) pointed out that for online courses digitally skilled academic staff is needed. Not only the digital professors, but also digital tutors and other supporters are needed.…”

Section: Today's Expectations For Learning and Teaching In Higher Educationmentioning

confidence: 99%

“…Digitally literate educators can deal with the following three points in their teaching (Perla et al, 2019):…”

Section: Formal and Informal Learningmentioning

confidence: 99%

Achieving Active Learning and Deep Learning With Media Using the Example of Teaching Finance

Zureck

2021

PEC

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The range of study programs in finance and the ways how to study due to place, time, and focus has increased in recent years. Students can choose what and how they want to learn. If someone finds an appropriate program he must decide to study face-to-face, online, or in a hybrid format. Finance is often a duty in business administration or related study programs. For many students in those classes the financial topics are bleak. This leads to a passive consumption of contents and ends often in dropping out. The aim of this research was to discuss methods to activate and keep learners motivated by using well selected media in teaching. To identify which media is used in teaching, a literature review was done. Teaching annual reports and other official reports available in English and/or German from several international educational institutions are read, compared, and analyzed. Additionally, secondary academic literature is checked for further examples. In a first step, therefore, different techniques to active students, such as collaboration or interaction, are discussed critically on a literature base. In a second step, based on the techniques, a selection matrix was obtained that supports educators to select the right medium to deal with a certain technique. Many examples were found that might assist educators in the practical use of the selection matrix. Keywords: active learning in finance, motivation in higher education, media selection

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The ‘Sophisticated’ Knowledge of e-Teacher. Re-shape Digital Resources for Online Courses

Cited by 20 publications

References 16 publications

Remote Support through Technologies: A Research-Training on Teachers’ ‘Sophisticated Knowledge’

Remote Support through Technologies: A Research-Training on Teachers’ ‘Sophisticated Knowledge’

Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses

Achieving Active Learning and Deep Learning With Media Using the Example of Teaching Finance

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