ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher&apos;s Digital Competence among Final Year Pedagogy Students in Chile and Uruguay
Author: Silva, Juan
Date: 2019-00-00
Type: Journal Articles
Subjects: Technological Literacy,Cross Cultural Studies,Gender Differences,Faculty Development,Pedagogical Content Knowledge,Correlation,Educational Technology,Preservice Teacher Education,Student Attitudes,College Seniors,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Educational Policy

The development of Teacher's Digital Competence (TDC) should start in initial teacher training, and continue throughout the following years of practice. All this with the purpose of using Digital Technologies (DT) to improve teaching and professional development. This paper presents a study focused on the diagnosis of TDC among ITT senior students from Chile and Uruguay. A quantitative methodology, with a representative sample of 568 students (N=273 from Chile and N=295 from Uruguay) was designed and implemented. TDC was also studied and discussed in relation to gender and educational level. Results showed a mostly basic level for the four dimensions of the TDC in the sample. Regarding the relationship between the variables and the TDC, the planning, organization and management of spaces and technological resources' dimension is the only one showing significant differences. In particular, male students achieved a higher TDC level compared with female students. Furthermore, the proportion of Primary Education students with a low TDC level was significantly higher than other students. In conclusion, it is necessary, for teacher training institutions in Chile and Uruguay, to implement policies at different moments and in different areas of the ITT process in order to improve the development of the TDC.
The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education
Author: Robbins, Sandra H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Special Education,Majors (Students),Preservice Teacher Education,Preservice Teachers,Computer Simulation,Cooperation,Teacher Collaboration,Students with Disabilities,Cooperative Planning,Communication Skills

The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills and whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively affected performance.
Transgressive Learning Communities: Transformative Spaces for Underprivileged, Underserved, and Historically Underrepresented Graduate Students at Their Institutions
Author: Drane, Leslie E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Disadvantaged,Graduate Students,Mentors,Feminism,Disproportionate Representation,Critical Theory,Minority Group Students,Communities of Practice,Faculty Development

In this article, we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a transgressive learning community that empowers graduate instructors with tools to reveal, mitigate, and disrupt oppressive structures in higher education. Our learning community is founded on critical race and feminist conceptualizations of pedagogical inquiry in its design, implementation, and assessment to serve underprivileged, underserved, and historically underrepresented graduate students. We argue that the intersections of marginalized and graduate student identities create distinct experiences of discrimination, marginalization, tokenism, isolation, and impostor syndrome due to a lack of sustained teaching mentorship within the academy. The transgressive learning community model that we propose in this article functions to create spaces of transgressive and transformational pedagogical engagement for graduate students who exist at the intersections of these identities.
The Scholarship of Teaching and Learning: A Scoping Review Protocol
Author: Chick, Nancy
Date: 2019-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Research,Literature Reviews,Research Methodology,Data Collection,Evaluation Criteria,Information Sources,Search Strategies,Periodicals,Selection Criteria,Educational Practices

The diversity of scholars, teachers, and practitioners in the Scholarship ofTeaching and Learning (Soll) is a strength but also makes it a complex field to understand and navigate, and perhaps even more complex to contribute to, despite its youth. Beyond the ongoing efforts to define and theorize the field, So TL needs a rigorous inventory taking and analysis that documents its highly traveled questions, topics, methods, and areas where more work needs to be done, as well as who is doing the work. We describe here our protocol for conducting a scoping review to map the range and nature of published Soll projects. A scoping review is a first step in gathering information on areas that warrant deeper exploration. It will also allow So TL to more fully and accurately be represented as a practice, an act of inquiry, and a type of research into teaching and learning.
Relationships of International Students&apos; L2 Vocabulary, Receptive Skills, and Strategy Use: A Pathway College Context
Author: Aktar, Tasnima
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Students,Measures (Individuals),Learning Strategies,Foreign Countries,Vocabulary Development,Reading Strategies,Listening Comprehension Tests,Student Attitudes,Correlation,Language Tests,Academic Language,Undergraduate Students,College Preparation,Teaching Methods,Receptive Language,Language of Instruction

A considerable amount of studies has been done on the relationship of L2 vocabulary and reading/listening, strategy use and reading/listening, and vocabulary and strategy use in different contexts among different levels of learners; however, little has been known about the relationships among all these variables with the same cohort of learners and particularly with international students including Asian students in a UK pathway college context. Furthermore, existing research on these relationships is inconclusive. This paucity and inconclusiveness invoke this attempt to understand the relationships of all these variables among pre-sessional international students. Quantitative data were collected from 31 Pre-Undergraduate (PU) and Pre-Masters (PM) international students via Strategy Inventory of Language Learning (SILL; Oxford, 1990), IELTS-style reading and listening tests, and an academic vocabulary test designed from Quizlet for class test. Results showed that there was no significant relation of vocabulary with reading and listening among the whole cohort of students and the PU group; however, there was a significant relationship between reading and listening among the whole cohort and the PU group. Among the PM group only, significant relationship was seen between vocabulary and reading. Social strategy category and some individual strategies were significantly correlated with reading among the whole cohort, and the significant correlation of social strategy category and reading was also true for the PM group. While memory strategies were significantly, positively correlated with vocabulary among the PM group, affective strategies were negatively correlated vocabulary among the PU group. Independent sample t-test revealed significant difference between the PM and PU groups on their vocabulary knowledge. Although the pattern of the relationships revealed was not always clear among these diverse international students, the findings could inform teaching L2 receptive skills with regards to vocabulary and strategies, with a view to facilitate learning of English as an L2 in a target language context.
Safe and Inclusive Educational Apps: Digital Protection from an Ethical and Critical Perspective
Author: Crescenzi-Lanna, Lucrezia
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Software,Inclusion,Ethics,Critical Theory,Risk,Child Safety,Young Children,Internet,Stereotypes,Foreign Countries,Handheld Devices,Access to Education,Prior Learning,Assistive Technology

The mediated use of technology fosters learning from early childhood and is a potential resource for inclusive education. Nevertheless, the huge range of options and exposure to interactive digital content, which is often online, also implies a series of risks. The definition of protection underlying the current strategies to protect children is inadequate as it only extends to reducing children's exposure to harmful content. This study proposes the expansion of this definition. Through systematic observation of 200 apps within the Catalan sphere for children under 8 years of age and principal component analysis, the results support a multidimensional conceptualisation of protection which, instead of being restricted to the potential risks, also considers aspects related to the educational and inclusive potential of digital resources. Five factors are suggested in order to select these resources and contribute to the digital competence of teachers and students. The first factor concerns the use of protection mechanisms and the existence of external interference, the second factor indicates the presence of adaptation tools; the exposure to stereotypes corresponds to the third factor and the last two consider the previous knowledge required and the verbal component of the apps. Finally, the scope of the suggested definition and its limitations as a guide for future analysis will be discussed.
Legitimating Reflective Writing in SoTL: &quot;Dysfunctional Illusions of Rigor&quot; Revisited
Author: Cook-Sather, Alison
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Writing (Composition),Academic Standards,Difficulty Level,Teaching Methods,Academic Language,Learning Processes,Scholarship,Authors,Teacher Student Relationship,College Faculty,College Students

In a classic 2010 article, Craig Nelson critiques his own previously held &quot;dysfunctional illusions of rigor&quot; that for years had constrained his teaching. He demonstrates that certain &quot;rigorous&quot; pedagogical practices disadvantage rather than support learners, and he argues for an expansion of what counts as legitimate pedagogical approaches. We evoke Nelson's assertions to make a parallel argument regarding the traditional conventions of academic discourse. While formal scholarly writing may be well suited to capturing some of the outcomes of the Scholarship of Teaching and Learning (SoTL), these genres can also be exclusive; inadequate to the task of conveying the complex, incomplete, and messy aspects of the work; and neither interesting nor accessible to those who are not required to produce or to read publications focused on the Scholarship of Teaching and Learning. We propose that reflective writing be legitimated as a form of writing for SoTL, and we use examples from a growing body of reflective writing about pedagogical partnership to illustrate our points. Echoing Nelson, we offer four reasons for this expansion of legitimacy: (1) the process of reflection is an essential component of learning; (2) reflective writing captures the complexity of learning; (3) reflection is an accessible form of writing for both new and experienced SoTL authors; and (4) reflective writing is accessible to a wide range of readers. We conclude by emphasizing the potential of including reflective writing among those modes of analysis valued in SoTL to expand what counts as rigor in the construction and representation of knowledge about teaching and learning.
What&apos;s in a Name? Unpacking Students&apos; Roles in Higher Education through Neoliberal and Social Justice Lenses
Author: Dollinger, Mollie
Date: 2019-00-00
Type: Journal Articles
Subjects: Neoliberalism,Student Role,Social Justice,Figurative Language,Learner Engagement,Higher Education,Personal Autonomy,Educational Experience,Student Attitudes,College Students,Change Agents,Social Change,Personal Narratives,College Faculty

There has been an increase in research and practice exploring how students can gain agency to shape their higher education experiences. Numerous terms evoking certain metaphors have entered the discussions around engaging students, from students as consumers or producers, to students as creators, partners, or change agents. There is scope within the evolving literature to explore the differentiations between these metaphors and the ways that underlying assumptions ultimately shape our practices and research. We unpack the five metaphors frequently used to redefine students' roles in higher education. We then engage in a dialogue across differences, highlighting how our own two distinct perspectives on student engagement-grounded in neoliberalism and social justice-align, overlap, differ, and provide constraints or affordances for student engagement. We offer a critical and reflective commentary questioning the drivers of students' changing roles in higher education in the hope of inviting others into generative dialogue toward expanding the evolving field of student engagement.
The Development of the Digital Teaching Competence from a Sociocultural Approach
Author: Colás-Bravo, Pilar
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Technological Literacy,Compulsory Education,Foreign Countries,21st Century Skills,Children,Adolescents,Elementary School Students,Elementary School Teachers,Secondary School Students,Secondary School Teachers,Teacher Evaluation,Test Construction,Student Attitudes,Teacher Education

Many Nowadays, digital teaching competence transcends the individual training of teachers in ICT. The European framework DigCompEdu, highlights that teachers must train students in the application of digital technologies in a critical and responsible way, in terms of information, communication, content generation, well-being and problem solving. Despite the good intentions to systematize a common model of development of digital competence, it is detected that the proposals lack a pedagogical approach that serves as a theoretical framework for them. This paper proposes a development model of the digital teaching competence based on the sociocultural approach through four constructs: Command, Preference, Reintegration and Appropriation. For this study, an ad hoc scale is created to record the digital teaching competence through the development of this in their students and empirical evidences are provided. A survey type design is proposed. The sample consists of 1,881 students of compulsory education in Andalusia (Spain). SPSS is used to analyse data. The average general results for each of the dimensions studied reveal a medium level of development of digital competence. It is concluded that there is still too much to be done in terms of teacher training in ICT, being necessary to provide them strategies for the development of this in their students.
Visions of the Possible: Engaging with Librarians in the Scholarship of Teaching and Learning
Author: McClurg, Caitlin
Date: 2019-00-00
Type: Journal Articles
Subjects: Librarians,Scholarship,Instruction,Learning,Library Science,Partnerships in Education,Cooperation,Academic Libraries,Library Role,College Faculty,Librarian Teacher Cooperation

This article encourages thoughtful discussion on cross-disciplinary partnerships among those researchers, practitioners, and librarians engaged in the Scholarship of Teaching and Learning. Through personal experiences, examples from the literature, and the goal of meaningful collaboration, the authors describe four models of engagement with librarians in the Scholarship of Teaching and Learning. We propose that it is time for the Scholarship of Teaching and Learning and its practitioners to more fully engage with librarians because they bring complementary perspectives, powerful areas of expertise, and significant insights into students' learning experiences.
Strata and Strategies of Teaching about the Global &quot;Other&quot; Using Critical Feminist Pedagogical Praxis
Author: Chakravarty, Debjani
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Global Approach,Universities,Discourse Analysis,Course Descriptions,Undergraduate Students,Feminism,Epistemology,Females,Gender Differences,Sexuality,Social Change,Foreign Policy,Multicultural Education

In this article I analyze the way &quot;globalization&quot; is deployed in US universities as a value addition. I explore issues of teaching about the global &quot;Other,&quot; the &quot;third world,&quot; and other unfamiliar, objectified spaces. Through critical discourse analysis of syllabi, I outline some representational and pedagogical trends. I also draw from my experience of teaching undergraduate-level globalization-focused courses, including courses on transnational feminisms, international literature, social movements, migrations, and socioeconomic exchanges. Teaching about &quot;the other&quot; often leads to a multiplier effect of othering within the classroom. Using transnational feminist perspectives, I argue that teaching such classes on &quot;global,&quot; &quot;transnational,' or &quot;international&quot; women, gender, sexuality, and feminisms requires decentering not just of dominant paradigms but also of oneself as purveyor of insider or global knowledge. I also argue, as have many others before me, that a classroom can serve as a site for epistemic injustices and colonizing acts; we must attempt to find ways in which such neocolonial damages can be mitigated. This article is an exercise in finding some ways to decenter and decolonize dominant discourses on the global Other and suggest critical and compassionate pedagogical strategies.
Online Political Participation of Young People in Mexico, Spain and Chile
Author: De-la-Garza-Montemayor, Daniel-Javier
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Participation,Citizen Participation,Internet,Social Media,Computer Mediated Communication,Socialization,Activism,Electronic Learning,Technological Literacy,Skill Development,News Media,Trust (Psychology)

Digital media are present in all areas of society, even configured as a new space for political socialization. This is especially applicable in the case of young people due to their high use of new technologies, as they are also trained with the necessary skills to do so. In this context, social networks have prompted the emergence of a new type of political participation: which takes place online. Therefore, this study delves into the relationship between the socialization that occurs in the network, digital skills and political participation online and offline. A quantitative survey-based methodology was used with university students from three Ibero-American countries: Mexico, Spain and Chile. The fieldwork was conducted between the months of December 2017 and June 2018. The results obtained show that young people consume mainly digital media, which does not prevent them from being critical with the quality they deserve. In this sense, the political participation actions in which they are involved are mostly developed in the network, thus participating to a lesser extent offline. Therefore, young people enter the world of politics through the consumption of information on the Internet, which favors a subsequent online political participation.
Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals
Author: Healey, Mick
Date: 2019-00-00
Type: Journal Articles
Subjects: Scholarship,Writing for Publication,Journal Articles,Peer Evaluation,Essays,Writing Processes,Discourse Communities

There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for journals focused on the Scholarship of Teaching and Learning (SoTL). One of the challenges of beginning to write about teaching and learning is that most scholars have become interested in exploring these issues in higher education alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres, as well. Hence, for many, as they write about their projects, they are simultaneously forging their identities as scholars of teaching and learning. We discuss the process of producing four types of SoTL-focused writing for peer-reviewed journals: empirical research articles, conceptual articles, reflective essays, and opinion pieces. Our goal is to support both new and experienced scholars of teaching and teaching-faculty/academics, professional staff, and students-as they nurture and further develop their voices and their identities as scholars of teaching and learning and strive to contribute to the enhancement of learning and teaching in higher education. We pose three related sets of overarching questions for consideration when writing about teaching and learning for peer-reviewed journals and offer heuristic frameworks for publishing in the four specific writing genres listed above. We also discuss how to get started with writing, preparing to submit, and responding to reviewers, focusing on the importance of contributing to and creating scholarly conversations about teaching and learning. Finally, using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of scholars of teaching and learning and their sense of belonging within the So TL discourse community.