Toward Improved Professional Digital Competence: The Use of Blended Learning in Teacher Education in Norway (original) (raw)
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2021
This paper examines the influence of blended pedagogy in facilitating the development of digital competences among teacher trainees in a leading University in Uganda. This is an action research that took place between August and November, 2019, in which data were collected from third-year teacher trainees at School of Education in a pre-and post-intervention survey environment. At the beginning of August 2019, a self-administered questionnaire (SAQ) seeking the opinions about the teacher trainees' digital competences was administered. In the course of the semester, the researchers introduced a blended pedagogy approach through offering online tutorials to the teacher trainees using a MOODLE learning management system referred to as Makerere University Electronic Learning Environment (MUELE) in the course unit known as Evaluation of Instruction. Prior to the beginning of semester one examinations in November 2019, the same SAQ was administered to teacher trainees to examine the influence of blending online tutorials in nurturing their digital competences. Findings indicate improved competences in teacher trainees' digital competences in line with navigation in the internet environment, operating mobile internet, operating internet-based search engines, and formal internet skills. Other competences that teacher trainees demonstrated improvement include digital information and communication competences. The study, however, indicated minimal improvement in teacher trainees' digital competences in content creation. Consequently, it is recommended that teacher educators should deliberately adopt the use of blended pedagogy to enable teacher trainees develop the various digital competences expected from the twenty-first-century teacher.
Blended Learning and Digital Education of University Teaching Staff
Citation: Balladares-Burgos, J. (2018). Blended Learning and digital education of university teaching staff. Revista Cátedra. 1(1), 53-66. Abstract: Blended learning is an integrating education program that combines computer-based activities with regular classes. It contributes to the quality of higher education through the improvement of ICT training programs and the development of e-competences in higher education. There has been a literature review of different bibliographic sources related to b-learning and Teaching Professional Development. As a result of this review, it is perceived that e-learning training programs are not efficient enough to face the challenges of blended education, and Blended Learning could be an alternative for teacher online professional development. Then, research results of the incidence of an ICT training course for higher education professors are shown. It is concluded that blended learning is an effective modality for teachers' digital education courses because the face-to-face component complements virtual learning. In addition, due to problems of connectivity and access to internet, b-learning modality is an alternative for the continuing education of higher education professors.
Researching blended learning practices for teachers' professional learning
Taipei, Taiwan: Quality Education …, 2009
Abstract: Since the advent of information and communication technologies (ICT) that link people, especially via the internet, the capability of communities forming through virtual networking has been enthusiastically predicted and pursued while research into online communities ...
ReCALL, 2011
A key role in the successful implementation of any learning approach is played by teachers, so how well blended learning works will depend largely on how well teachers make the transition from their traditional face-to-face classroom roles to the wider more complex role that blended learning requires. The additional skills and the forging of a new professional identity might not come easily to all practitioners.This paper evaluates the impact that the introduction of blended learning in a distance language learning course has had on teachers. It presents and discusses findings from a small-scale evaluation study which compared quantitative and qualitative data gathered through a survey and a small number of interviews with participant observations from the researcher and the institutional end-of-course debriefing report.The paper argues that whilst technological challenges and the sheer amount of change that teachers were faced with were largely responsible for some of the negative ...
Blended Education: Meaningful Use Of Technology
CERN European Organization for Nuclear Research - Zenodo, 2022
Blended education has become the need of an hour. It has a wide scope and is considered as a boon for academic world. Moreover, blending offline and online teaching and learning is actually a meaningful use of technology. Therefore, this topic was selected for the purpose of research with the objective of knowing the viewpoint of teachers and investigating the effectiveness of blended education in real life. The researcher used structured questionnaire to collect primary data from various respondents. Total 320 teachers filled the questionnaire based on their personal experience. After the data collection process, it was analyzed in SPPS software in which percentage, frequency, mean and standard deviation values were calculated. The researcher concluded blended education as a very effective mode of teaching and learning considering the advantages highlighted in this paper. The results also indicate that blended education helps not only in personal development but also in professional development.
Teachers’ Perceptions of the Effectiveness of a Blended Learning Approach for ICT Teacher Training
The survey presented in this article examines teachers’ perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece. A total of 51 primary and secondary education teachers participated in the study, immediately following the blended training course. Data were gathered using both quantitative and qualitative research techniques such us a questionnaire, a semi-constructed interview, and a focus group discussion. Five main scales, based on the current online and blended learning literature, were identified to assess the effectiveness of the blended training process. These scales were (a) the learning process, (b) the facilitator’s support, (c) the material, (d) the collaboration, and (e) the technology. In addition, a scale of satisfaction was included to measure the overall teachers’ perception of the course effectiveness. The findings indicated that the teachers were satisfied with both their participation to the course and the knowledge they acquired from the training. The results also emerged a number of issues that would improve the effectiveness of the EPICT course
Computers & Education, 2015
In this article we study how online teacher education programmes may enhance innovative ways of teaching and learning with Information and Communication Technology (ICT). We explore how online teachers are practising professional digital competence, in general and within subject areas, and to what extent they encourage student teachers to develop their own professional digital competence. Based on online teacher education programmes at two distinct higher education institutions (HEIs), we applied mixed method design including quantitative and qualitative approaches to illuminate the aims and the scope. Our study revealed that even if online teacher education programmes represent good avenues for stimulating teachers and student teachers to develop digital competence for pedagogical purposes, this aspect is poorly integrated within the actual programmes, although some interesting examples were demonstrated. By looking at the origins of the discourses on online education and on digital competence, we found that they derive from different stakeholders: while the discourse on online education originated from the management side at both HEIs, the discourse on digital competence derived from certain teaching staff at the two HEIs. Our study indicated that there is still some way to go to innovative solutions and to develop the potential of professional digital competence in online teacher education programmes.
Blended Learning Experience in Teacher Education: The Trainees' Perspective
2009
The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses. Finally, results of a small–scale research are provided to offer insights into teacher trainees perspective of the blended learning experience at the University of Pardubice, Czech Republic. Zusammenfassung: Der Artikel behandelt blended learning im Kontext der angehenden Englischlehrer. Zuerst wird das Konzept des blended learning definiert, dann gilt die Aufmerksamkeit der OnlineKomponenten, vor allem der Problematik der interpersonalen Interaktion, einschlieslich der Anforderungen, die durch die direkte Arbeit im Netz entsteht. Zum Schluss wird ein kleiner Forschungsbeitrag zur Blended-learning-Erfahrung angeboten, der an der Universita...
2019
Since information and communication technologies were introduced into education, the number of courses delivered in an online or blended learning (OBL) format has increased significantly. However, not all teachers are experienced in teaching in this new digital environment. While various teacher professional development (TPD) models exist, few target OBL and teachers' change processes during professional development. Therefore, this article presents a five-phase TPD process model for OBL. The five phases of the model are (a) a need for TPD for OBL, (b) the professional development strategy, (c) the teacher change associated with OBL, (d) the recognition and appreciation of these changes, and (e) the anchoring of the changes made in the teachers' everyday practice. The model presented can offer a valuable and new approach toward TPD for OBL and introduces the notion of digital capital into TPD for OBL.
Teachers' technological skills and blended learning competency play a very integral role in students' understanding, in offering assistance, and in taking the necessary steps to ensure students achieve learning objectives. The main objective of the study is to determine the teacher's level of technological skills in terms of Basic Computer Skills and Internet and Navigation Skills; determine the teacher's level of blended learning competency and the significant relationship between teacher's technological skills and teacher's blended learning competencies. The study employed a descriptive-quantitative research design using a modified survey questionnaire based on the National ICT Competency Standard of the Commission on Information and Communications Technology and Computer Literacy Questionnaire and NGLC Professional Learning Blended Learning Teacher Competency Framework to determine the teacher's level of technological skills and blended learning competencies among 18 teachers of the Local City College of Zamboanga City. It was concluded that the teacher-respondents are technologically skilled in terms of Basic Computer Skills and Internet and Navigation Skills. They were knowledgeable and equipped with the necessary skills on the basic components of a personal computer, the management of files and print documents, the uses of the internet and electronic mail for educational and personal purposes, and the tools for slides presentation. The teacher-respondents were competent in teaching in the blended learning modality. There was a moderate correlation between the teacher's level of technological skills and level of blended learning competency when analyzed. Teacher-respondents who were skilled in the use of technology were also competent in teaching in the blended learning modality.