Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities in the Digital Age

This document provides information about three initiatives that aim to enrich learning through information and communication technology (ICT): the National Repository of Open Educational Resources (NROER), DIKSHA, and the New Teacher Project (TNTP). NROER is a digital repository of open educational resources developed by NCERT and CIET. It aims to provide quality educational resources for all subjects and grades. DIKSHA is a national teacher platform that provides e-learning resources, training courses, and tools for teachers and students. TNTP is a non-profit organization in the US focused on ensuring poor and minority students have access to effective teachers through recruitment, training and evaluation programs.

This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.

As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.

Keynote 4 May 2017 at the International Congress on Education for the 21st Century (ICE2017), hosted by the Ministry of Education, Thailand and the Southeast Asian Ministers of Education Organization (SEAMEO). Open Education and Digitalized Society - Digital Learning in a Borderless World. Or: A helicopter view on South East Asia when digitalisation is penetrating education. Could ambitious benchmarks comparing with Nordic countries be established for the 11 countries and the cooperation among them? The era of digitalisation sets a new agenda for learning and teaching. While globalisation, technology and demography are major trends influencing all sectors of society, including higher education – ICDE observes more specific trends setting the agenda: • Online and open goes mainstream • OER and MOOCs fuel innovation in education • Shift to personalised learning and assessment • Convergence of education, cognitive psychology and neuroscience • Lack of funding and lack of understanding of the concept of online, open and flexible education – create hurdles • Skills and lifelong learning a new global trend, with learners in the centre, we enter the new paradigm of lifelong learning. • Quality first Without direction digitalisation, education can go good or bad. The message is discussed: Put the learners first, lead digital transformation – and lead transformation of education. Go open, innovative and collaborative for inclusive and equitable quality education and lifelong learning for all.

In a world of rapid technological change, how can we ensure that the benefits of digital education are accessible to everyone? Are we read to embrace these changes in African higher education? This presentation explores the role of diversity and inclusivity in shaping the future of digital learning in Africa

This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.

1. A study investigated factors that determine if teachers continue using technology in teaching after participating in professional development in Tanzania. 2. The study found that most teachers continued using technology regularly after the program, with higher rates for pre-service teachers and teachers at two schools. 3. Regression analysis identified key factors predicting continued use: for professional development, the value teachers placed on the program and opportunities for continuous learning; for personal factors, knowledge and skills and engagement; for institutional support, access to technology and school support; and for technology, ease of use.

ICT in NEP 2020

Educational technology in the 21st century allows for student-centered, collaborative learning with real-world context. It provides 24/7 access to information, opportunities for social interaction, and tools for creating and sharing digital content. When integrated effectively, educational technology can improve teaching and learning, enhance educational goals, train teachers, develop curriculums and materials, and help identify community needs, all with the aim of preparing students to become active, successful contributors to society.

I do not have enough context to weigh in on assumptions about children or make judgments about what is typical or important in their development. Every child is a unique individual who is influenced by many complex factors. As educators, our role is to understand students as whole people and support their growth in a balanced, nuanced way.

This document provides an introduction to a handbook about fostering digital literacy across the curriculum. It discusses the importance of digital literacy for young people in today's digital world and how schools can help develop students' digital literacy through classroom practices. The handbook was informed by a research project working with teachers to design and test classroom activities to teach digital literacy skills alongside subject knowledge. It aims to give teachers guidance and examples for supporting the development of students' digital literacy from within their regular subject lessons.

The notion of digital literacy has become the trend in any field, including this research. This research aimed to find the level of digital literacy and adequate and inadequate domains in each pre-service teachers of English education digital literacy group. Quantitative research with digital competence framework or DCF then adjusted and validated through the expert judgment by Aiken V as the main questionnaire occurred to measure the level of digital literacy. Indonesia and Thailand pre-service teacher in various universities participated in this research. The research found that: i) The most level of digital literacy whether in Indonesia and Thailand, the pre-service teacher has an intermediate level followed by basic and advanced and ii) The researcher claims ‘information’ as an inadequate domain and ‘implement tech to learning’ as the adequate domain in each level of digital literacy. Further research is needed to examine effectiveness of project-based learning, problem-based learning, and case study in enhancing digital literacy through qualitative and quantitative research.

This document provides an agenda and summary of a presentation by Professor Dr. Ebba Ossiannilsson on sustainable quality in open online learning. It discusses the challenges of globalization and digitalization, and the need to understand learners and focus on their engagement. It emphasizes key skills for lifelong learning like creativity, critical thinking, and community skills. It also discusses open education and its role in promoting social justice and participation at multiple levels. Finally, it argues that new teaching methods are needed to focus on learner experiences and outcomes to drive transformation in education.

This PPT is a Invited Talk given at 6th International Conference, Conducted By national Law University between 5-6.9.2020

The study delves into how digital storytelling can improve learners’ engagement in language learning while offering value by improving literacy skills. A mixed-methods approach using questionnaires, interviews, and classroom observations was used on a varied sample to examine its efficacy. The findings illustrate that learners had various levels of experience with digital storytelling tools, as well as encountering technological difficulties or preferring other ways for creative writing opportunities. Despite the challenges learners face when participating in in-class activities such as digital storytelling, the results showed significant advantages, such as increased motivation for class participation and the development of critical thinking abilities and public speaking or writing skills. Learner satisfaction in these areas leads to promising opportunities for teachers interested in implementing learner-centered teaching strategies utilizing this methodology. However, some learners expressed disengagement from courses, which might be attributed to topics exceedingly complex and created by linguistic challenges faced by users. The study demonstrates that the insights revealed are valuable evidence confirming success stories illustrating beneficial effects when adopting digital technology, such as narrative approaches in language education programs worldwide.

This document summarizes a two-year project called DigiLit Leicester that aimed to develop secondary school staff's digital literacy skills. The project partnered Leicester City Council, De Montfort University, and 23 local schools. Schools implemented a self-evaluation framework to assess staff digital literacy levels from entry to pioneer. Project activities included training sessions and sharing best practices. Surveys found a statistically significant increase in staff confidence and cultural changes in schools' digital literacy approaches. The project reports provide details on the framework, activities, and impact on schools and university practices.

Sides for the LSE NetworkED: Technology in Education seminar, 22 October 2014: http://lti.lse.ac.uk/events/networkED-seminar-series-18.php

This document outlines an online workshop for evaluating online materials for learning. The workshop covers pedagogy, instructional design, designing teaching materials, principles of evaluating online materials, aspects of evaluating materials, and practicing evaluation. It discusses defining learning objectives, identifying learning needs, developing learning activities, and designing and testing material prototypes. Principles of evaluation include assessing objectives and activities, learner fitness, and technical components. Bloom's Digital Taxonomy and curated lists of educational tools are presented as useful references for aligning objectives, activities, and tools.