Teaching In Engineering Education Research Articles

Topics, author profiles, and collaboration networks in the Journal of Research on Technology in Education: A bibliometric analysis of 20 years of research

Published articles within the Journal of Research on Technology in Education (JRTE) report on original research and include project descriptions, evaluations, literature syntheses, assessments, and theoretical or conceptual positions. These works inform the field of educational technology related to teaching and learning. As the flagship journal for International Society for Technology in Education (ISTE), JRTE (previously JRCE) is a major research outlet for academic research centered around practical application of technology across educational contexts. Using the Scopus database, I retrieved 440 JRTE research articles from 2001 through 2020. In this article, bibliometric methods are used to explore trends in JRTE. Findings of this study provide a comprehensive overview on articles on practitioner-focused educational technology in teaching and learning over the past 20 years.

Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model

ABSTRACT Background Student teachers can find it difficult to inform their classroom practice with knowledge gained from education theory and research. Working with Design and Technology teacher education students, the authors have developed a model to support integration of knowledge-based thinking in lesson design for classroom practice. Purpose This study explores the use of the Adaptive Subject Pedagogy Model to scaffold knowledge integration across the elements of an undergraduate technology education programme. Sample Twenty-four Design and Technology students from three year-groups took part in the study. Design and methods The study used focus groups to explore student perceptions of using the model, and analysis of student assignments to explore evidence of knowledge integration. Focus group transcripts were analysed inductively using thematic network analysis. Assignments were analysed using a deductive coding framework. Results Students who understood the model as supporting planning for teaching in a broad sense were more likely to find the model helpful than those who saw the model as a lesson planning tool. Students valued the research element of the model for informing practice. Assignments gave mixed evidence of knowledge integration: some assignments showed convincing evidence of this, while others evidenced more partial integration. Conclusion The study indicates that the model can support evidential integration, but that this is a challenging area for student teachers. This may be due to the different forms of knowledge students encounter across the academic and practicum elements of the programme, and/or to programme design if the practicum is not integrated effectively with other programme elements.

Impressions of Pre-Service Technology and Livelihood Education (BTLEd) Teachers On-Site Training for the Course Beauty Care Services

The present study explores the impressions of the pre-service technology and livelihood education teachers on-site training for the course beauty care services. The descriptive survey-case study design was used. Data were gathered through a series of interviews and analyzed the Braun & Clarke’s six-phase framework. Thirty purposively chosen senior preservice teachers served as respondents. Thematically analyzed data generated a single theme - theory translation opportunity. Generally, the theme means that this activity paved the way for these teachers to further their skills and enhanced their knowledge relative to beauty care services, which, accordingly, is helpful and beneficial to these prospective teachers.

Distance Learning Delivery Modalities and Problems of the Technology and Livelihood Education Teachers

This study determined the distance learning delivery modalities and what were the problems of the Technology and Livelihood Education (TLE) teachers in Barcelona District, Barcelona Sorsogon. The research utilized descriptive-survey method that determined the distance learning delivery modalities used by the TLE teachers. This also described the gathered data through an unstructured interview to determine what were the problems encountered along access to technology, Information and Communications Technology teaching integration, instructional materials, and administrative support. The research employed researcher-devised survey questionnaire as the main instrument used in data gathering. The respondents of the study were sixty-three (63) teachers in Barcelona District specifically teaching TLE particularly in the intermediate level-grades 4, 5, & 6 where TLE subject are being taught. The responses obtained were statistically treated with appropriate statistical tools and measures using frequency counts, and ranking. Furthermore, the data were evaluated, and interpreted that arrived at valid conclusions.

Programming in school technology education: the shaping of a new subject content

In Sweden, as in many other countries, programming has been added to the curriculum in recent years. This paper explores how and under what conditions programming is transformed into teaching in technology education. Teachers in grade 7–9 were interviewed about what and how they teach about programming in the context of technology education, and what influenced the choices they made. Data was analysed using content analysis. The results suggest that teachers mainly see programming as a medium to explore and understand technological systems and construction work. The results further implies that teachers are uncertain of what programming means in terms of practices and concepts, and how programming knowledge can be assessed. The process of transformation presents teachers with several challenges, related to their own knowledge of programming, quality of teaching materials, and knowing pupils’ prior knowledge about programming. In addition, the results indicate that technology teachers work in isolation. In consequence, the intended interdisciplinary collaboration between technology and mathematics teachers on programming is largely absent.

Current state of research on the use of technology in language teacher education and professional development

Educational technology (ET) can reportedly provide innovative resources to improve the language learning process. However, few studies have elaborated on the use of ET for language teacher education and professional development. To shed light on the reported challenges and affordances of digital technology in language teacher education and professional development, the authors conducted a systematic review of recent technology‐assisted language teacher education studies. The contributions of the study to the field of technology‐assisted language learning (TALL) are twofold. Pedagogically, the study conveys a list of affordances that can inform TALL practitioners about the tested and reported efficacies that can be used in teacher education and professional development programs. Theoretically, the findings inform TALL researchers about the challenges and limitations that need to be overcome to facilitate the use of ET in teacher education and professional development. The findings also help predict the future trend of TALL research on teacher education and professional development based on studies conducted from 2010 to 2021.

INTEGRATION OF E-CONTENT IN EDUCATION

Over the last two decades there has been a rapid growth in the field of ICT and it has become one of the most important topics in the field of education. Integration of ICT in teaching will facilitate teacher educators’ in meeting the requirement for technology-based teaching and learning. India is a global unicorn in the field of ICT and other cutting-edge domains, and there is a bidirectional relationship between technology and education. The Ministry of Education emphasises the importance of integration of technology in teacher education. In keeping with the digital age, teacher educators’ must integrate ICT in their teaching learning process and reduce the usage of traditional methods in teaching. The aim of this research is to study perceptions of teacher educators’ on ICT integration to enhance the teaching and learning processes and also to analyse the challenges encountered by the teacher educators in successful integration of ICT. A questionnaire was distributed to the teacher educators from the state of Odisha. The results indicate that the teacher educators’ are well-equipped with ICT tools and facilities and their perception regarding this is mostly found to be positive. The results also indicate that the challenges faced by the teacher educators’ are lack of training in integration of ICT, competence, lack of appropriate softwares and materials as well as limitation of time .

Teachers’ Intention and Engagement on Pedagogical Approach in Technology and Livelihood Education

This study focuses on the Technology and Livelihood Education Teachers? Intention and Engagement in Pedagogical Approach in Technology and Livelihood Education. Specifically, it answers the following: what are the Teachers' Intentions in TLE in terms of resiliency; preparedness; and positive transformation; what are the Teachers' Engagement in TLE in terms of education technology integration; modular Learning; and career progression; what are the Pedagogical Approach in TLE in terms of Skills: critical and creative thinking; ability to manage; develop cooperation with the students; motivate students to do their best; and able to deal with conflict; What is the Pedagogical Approach in TLE in terms of values/ attitudes: implement peer learning; conduct a non-violence environment; practice honesty and integrity, envision and expect good things for all; and Genuine, caring, and kindness must possess total; Do the teachers? intentions and engagement have a significant relationship on the pedagogical approach in TLE secondary Teachers in the District of Victoria, Laguna. The level of teachers? intentions in technology and livelihood education in terms of resiliency, preparedness, and transformation was ?Very High?. The Level of Teachers Engagement in Technology and Livelihood Education in terms of Education Technology Integration, Modular Learning, and Webinars was ?Very High?. The Level of Pedagogical Approach in Technology and Livelihood Education in terms of Skills as to Critical and Creative Thinking, Ability to Manage, Develop Cooperation with the Student, Motivate Students to do their Best, and Able to Deal with Conflict was ?Very High?. Therefore, the hypothesis stating that there is no significant relationship between Teachers? Intention and Engagement in Pedagogical Approach in Technology and Livelihood Education to the TLE secondary Teachers in the District of Victoria, Laguna was rejected. Based on the conclusions drawn from the study, the researcher suggests that teachers may use the different Teachers? Intentions and Engagement that can motivate them and improve their performance, and help the students in the teaching-learning process. The researcher also recommends using the Teachers? Intention and Engagement in the appropriate usage so that the teachers do not find difficulties in the teaching-learning process.

Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences

This study explores initial teacher education (ITE) university students’ experiences of work-integrated-learning (WiL) placements in a virtual reality environment. The COVID-19 pandemic was the catalyst for this study when schools around the world were inaccessible to ITE students. Undertaking WiL, which is typically a mandated component of ITE programs, became challenging, if not impossible. In this uncertain environment and the broader context of a nation-wide teacher shortage in Australia, the need to pivot and consider alternatives became a high priority. This study reports on a simulated experimental space as an alternative WiL for ITE students in a virtual classroom environment, exploring the impact on the self-efficacy of the participants. The ITE students explored the platform as a teaching space, designing, delivering and participating in lessons. Data about their experiences were collected utilising a multi-methods design comprised of self-efficacy surveys and self-reflections. The findings reveal: (i) an increase in self-efficacy upon completion of the experience, with a small decline post program; and (ii) reported development of technological and pedagogical confidence. These findings contribute to the field as low teacher self-efficacy is identified as one of the inhibitors for the integration of technology in teacher education. This study provides an insight into the transformative potential of enhancing ITE students’ self-efficacy in simulated, virtual environments.

Use of Educational Technology in Teaching and Learning Process

Use of Educational Technology in Teaching and Learning Process

Harr-NMF Feature Extraction for Multilevel Educational Technology Teaching Big Data System

An essential role in improving educational informatization and encouraging new approaches to education is played by educational technology, a specialist field that supports both theorising and doing in this area. When it comes to learning educational technology, students must have excellent professional knowledge and abilities, as well as a thorough understanding of data. Harr-NMF feature extraction for educational technology teaching large data systems is the focus of this project. With the help of big data technology, the construction of a teaching resource sharing system provides useful solutions for the storage and sharing of current and future massive teaching resources, enables fast and accurate analysis and retrieval of massive teaching resources and data, improves the security and scalability of the system while maintaining system stability, and promotes education teaching informatization to a new level. The system can be used to analyze and retrieve data quickly and accurately. By mapping different types of Harr-NMF features into a gradient matrix using grayscale projection, pattern classification is performed through the simplified gradient matrix as features. The algorithm complexity of feature extraction is eventually reduced to a great extent by the fast advantage of feature extraction by this algorithm. The Harr-NMF algorithm and the similarity relation matrix are used to obtain the optimal parameter values and the corresponding affiliation matrix and class centers, thus providing effective initial values for Harr-NMF, which effectively solves the problems of slow convergence and easy to fall into local minima of the Harr-NMF algorithm. The algorithm of this paper is compared with several improved algorithms of Harr-NMF in terms of convergence, recognition rate, and other performance to verify the feasibility and effectiveness of this paper. With a combination of qualitative and quantitative approaches, the data literacy of teaching educational technology is dissected and constructed to enhance its data literacy and improve the quality of education technology discipline personnel training.

COMPETENCIES AND DELIVERY OF INSTRUCTION OF TECHNOLOGY AND LIVELIHOOD TEACHERS IN THE UTILIZATION OF VIRTUAL CLASSROOM

This research was entitled “Competencies and Delivery of Instruction of Technology and Livelihood Education Teachers in Utilization of Virtual Classroom”. The study aimed to determine to competencies of TLE teachers in delivery of instruction in virtual classroom. Specifically, the researcher attempted to attain the following objectives (1.) identify level of competencies of Technology and Livelihood Education teachers in terms of mastery of lesson, classroom management, interpersonal relationship; (2.) determine the level of delivery of instruction of Technology and Livelihood Teachers in terms of teaching strategies, pacing of lessons, clear directions, and assessment for reflection and evaluation; (3.) identify the extent of utilization of virtual classroom among TLE teachers in terms of access, interaction, responses and results; (4.) to find out the significant differences of teacher’s competencies and utilization of virtual classroom; (5.) and establish significant relationship between the delivery of instruction and utilization of virtual classroom. Descriptive quantitative research design was employed by the researcher to obtain the necessary data. The research respondents are composed of twenty-five (25) junior high school TLE teachers from two school. They purposing sampling was utilized in selecting the respondents. The researcher instrument of this study is through the development of a series of questionnaires suited for the problems in this study. Salient findings revealed that Technology and Livelihood Education teachers’ level of competence was very high as evidenced by the grand mean of 3.38. In terms of classroom management, Technology and Livelihood Education teachers’ level of competence was very high as evidenced by the grand mean of 3.62. In terms of interpersonal relationship, Technology and Livelihood Education teachers’ level of competence was very high as evidenced by the grand mean of 3.61. 4. It was found out that teachers’ competencies in terms of mastery of the lesson only showed significant effect on virtual classroom utilization in terms of access alone, as evidenced by the obtained p-value (0.020) which was lower than (0.05) level of significance.

Technology-enhanced Teaching in Engineering Education: Teachers’ Knowledge Construction Using TPACK Framework

Technology-enhanced Teaching in Engineering Education: Teachers’ Knowledge Construction Using TPACK Framework

Preparing teacher candidates to implement digital storytelling

Preparing teachers to integrate technology within their instruction is a longstanding problem of practice, made more challenging chall by the need for hybrid and remote teaching modalities in response to the global pandemic. This case study research examined the ways that integration of digital storytelling into a required literacy and technology teacher education course prepared teacher candidates to integrate digital tools into their instruction. Within the context of a required literacy and technology course, teacher candidates completed digital storytelling projects requiring them to design and compose digital narratives, reflect on the process, and consider the opportunities and implications for integrating digital storytelling within literacy and interdisciplinary instruction. Data were collected from three teacher candidates enrolled in the course and analyzed using qualitative methods. Findings revealed that teacher candidates’ experiences with creating their own digital stories contributed to their developing identities as teachers and influenced their perceptions about the benefits of teaching digital composing in the literacy classroom.

Pandemi Dönemi Acil Uzaktan Eğitim Sürecinden Yansımalar: Bilişim Teknolojileri Aday Öğretmenlerinin Deneyimleri

The aim of the study is to find out the experiences of pre-service teachers in … (deleted for blind review) University during the emergency remote teaching process. The study was designed as a case study. Data was collected using an “Evaluation Form” which was developed by the researcher. This form is a survey which was consisted of both open-ended and closed-ended questions. Additionally, observation notes and course records were used to clarify the survey data. Quantitative data was analyzed with descriptive statistics including frequency and percentage. Qualitative data was analyzed with content analysis. Participants were 60 pre-service teachers attending Computer and Instructional Technology Teacher Education Program offered by the Faculty of Education. Based on the results, organization, methods, competency level of the instructor, regular announcements/information, qualified asynchronous content, asynchronous course activities, continuous communication and effective live courses were the issues that support the emergency remote teaching process. On the other hand, deficiency of face-to-face interaction, technical problems, deficiency of motivation, homework and courseload were the issues that obstruct the emergency remote teaching process. Finally, although the students learned during the emergency remote teaching process, they preferred to continue with face-to-face education. However, they preferred to continue with distance education only for some of the courses. This implies that in the future blended education should be planned in higher education institutes.

INSTRUCTIONAL COMPETENCIES OF TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) TEACHERS: BASIS FOR A COMPETENCY-BASED MODULE

Key competencies are becoming a profound interest as a critical aspect of educational reform and curriculum innovation. Hence, this study assessed the level of instructional competencies of Technology and Livelihood Education teachers, which served as a basis for developing enhanced instructional program. Mixed method research design was employed to achieve the objective of the study of which survey questionnaires were utilized to assess the teachers? instructional competencies and conducted Focus Group Discussion to the teachers to identify the problems and challenges faced in handling the subject. There were thirty-four (34) teachers and three hundred fifty-two (352) student-respondents of the study. Data were analyzed using descriptive statistics, Pearson Product Moment Correlation, ANOVA and t-test. Results revealed that majority were female teachers handling cookery subject, with master?s units, had been in the service for 0-10 years, occupying Teacher I position and were National Certificate II holders. On students? profile, majority were female students from Grade 9 level and enrolled in cookery. In terms of instructional competencies, teachers were ?Competent? and ?Highly Proficient? in terms of classroom observation rating and had indicated significant relationship between teachers? instructional competencies and classroom observation rating. However, teachers? instructional competencies depicted no significant difference to their profile. The study further revealed that there were problems met by the TLE teachers such as lack of instructional materials and improper curriculum implementation. This study concludes that a competent teacher should have sufficient knowledge, necessary skills and positive attitude towards teaching. It is therefore recommended that school administrators should regularly evaluate the training needs of their TLE teachers and design a training program to address their needs.

Insights into Engineering Education Teaching Practice in Slovenian Primary Schools during the Covid-19 Pandemic: Distance Learning Model

When the Covid-19 pandemic started in March 2020, the educational process had to be redesigned to meet current needs. At the Faculty of Education of the University of Ljubljana, pre-service engineering and technology teachers (3rd and 4th years of undergraduate two-subject teachers’ study programme) are obliged to complete a teaching practice in educational institutions and submit a teaching practice diary. Due to the closure of primary schools, the teaching practice was transformed to distance/online practice. This empirical study examines a recently developed intuitive model for distance learning, which took place during the teaching practice. Teaching practice diaries served as an instrument for gathering data. The sample size encompasses 56 lesson plan activities for the compulsory primary school Design and Technology subject for students aged 12–15 years at 15 primary schools in different parts of Slovenia carried out during online teaching practice by 11 pre-service technology teachers in the 2019/2020 and 2020/2021 academic years. The research methodology is focused on lesson-type determination and model elements analysis in lesson plan making and implementation activity. Distance learning model elements are evaluated with regard to online/offline learning tools from e-learning platforms to engineering education field-specific tools (e.g., technical drawings and electric circuits). Online teaching practice was as new for pre-service technology teachers and teacher-mentors as online learning was new for students. The advantages and disadvantages are highlighted. Furthermore, the distance learning model from the first Covid-19 wave teaching practice was adapted to challenge the second Covid-19 wave. The pandemic has enabled the rise of blended learning, which has been gaining focus in secondary and higher education levels in recent years; however, it encountered obstacles when entering the primary school domain. How to encompass blended learning into the evolved distance learning model will be shown.

Innovation of Information and Communication Technology in Teacher Education

Innovation of Information and Communication Technology in Teacher Education

Perceptions of Senior Academic Staff in Colleges of Education Regarding Integration of Technology in Online Learning

Aim/Purpose: The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the integration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and consequently, the aim of the present study is to fill this lacuna. Background: In Israel, senior academic staff in colleges of education play a particularly important role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology: This qualitative study conducted semi-structured interviews with 25 senior academic staff from 13 academic colleges of education in Israel. Contribution: The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innovation and transformation during the Covid-19 pandemic. Findings: The findings obtained from content analysis of the interviews reveals a central concept: “On both sides of the divide”, and points of intersection in the perceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) between innovation and conservation, and (3) between crisis and growth. The findings indicate that in times of crisis, the polarity surrounding issues essential to the organisation’s operation is reduced, and a blend is formed to create a new reality in which the various dichotomies merge. Recommendations for Practitioners: The study has practical implications for the scope of discussions on the implementation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should consider the perceptions of policymakers. Recommendation for Researchers: The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research: An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should examine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel).

Decision Making, Organizational Commitment as Predictor of Employee Performance

This study determined the decision making, organizational commitment as predictor of employee performance of Edukasyong Pantahanan at Pangkabuhayan /Technology and Livelihood Education teachers in Davao del Norte, Philippines. A quantitative non- experimental research utilizing the descriptive correlational research design in this study with a sample of 300 teachers. The researcher used sets of adapted survey questionnaires in obtaining data from the respondents which were subjected for content validity and reliability analysis. The data were analyzed using the Mean, Pearson- r, and Multiple Regression Analysis. The overall result revealed that the levels of decision making, employee performance and organizational commitment of teachers are evident most of the time. Moreover, this study confirms the assumptions about the influence of decision making and organizational commitment on the employee performance since the study reveals a very high level of employee performance as perceived by the public teachers and are significantly related to the performance of an employee. In effect, the teachers exhibit a high level of decision making, high level in organizational commitment and very high level of employee performance.