Abstract
This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA. To this end, we introduce the concept of augmentation strategies.
Highlights
This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of preand in-service teachers”
To delib erately use technology, teachers need specific knowledge, skills, and attitudes (KSA) (Kirschner, 2015). In this introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”, we specify the concept of technology-related knowledge, skills, and atti tudes (KSA) of teachers, present how these KSA are currently assessed, and outline ways of fostering them among pre- and in-service teachers
Mishra and Koehler (2006) added technological knowledge (TK) as a further type (Koehler & Mis hra, 2009; Mishra & Koehler, 2006). Their so-called TPACK framework has gained broad attention among researchers (Harris, Phillips, Koehler, & Rosenberg, 2017; Hew, Lan, Tang, Jia, & Lo, 2019; Petko, 2020; Saubern, Henderson, Heinrich, & Redmond, 2020; Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2013); most of the con tributions to this special issue use it as a theoretical background
Summary
“Emergency remote teaching” has become a worldwide phenomenon due to COVID-19, resulting in a temporary shift to online teaching (Hodges, Moore, Lockee, Trust, & Bond, 2020). Regular claims are that (advanced) educational technology will improve learning efficiency, facilitate greater focus on the future professional needs of learners, and foster personality development in a digital soci ety Such claims are often based on ‘myths’ instead of sound research (Kirschner & van Merrienboer, 2013). The meta-analysis of J-PAL (2019) based on evidence from experimental research indicates that the use of technology can lead to positive but not overwhelming effects on learning outcomes. This is in line with the study by Tamim et al (2011) that condensed forty years of research about technology in education.
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