This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
Schools, teachers, and students are increasingly able to access and apply assistive technology to enhance inclusion within mainstream classrooms. The assistive technology may take the form of simple, easy-to-use, low-tech devices, or they may encompass more sophisticated, highly complicated devices that require training and greater levels of support to manage. To ensure that a classroom is truly inclusive, the teacher and other professionals involved in supporting children with disabilities and using assistive technology require appropriate knowledge and skills to bring potential to reality. The knowledge concerning what is available in the field of assistive technology is merely the starting point. Inclusive educators also require expertise in selecting devices and services, including the student in decision making, implementing the assistive technology within an inclusive setting, and assessing the effectiveness of the assistive technology to meet the needs of the student and the classroom.
There are many successful examples of assistive technology being successfully embedded into the practices of inclusive settings, but there is still some way to go to ensure this is a seamless approach and one that is universally informed by practice. While legislation can go some way toward mandating the use of assistive technology, teachers and schools are really at the forefront of implementation. There are many benefits and difficulties associated with adopting assistive technology to support students with disabilities, particularly in developing countries. While the challenges may be great, the potential for assistive technology to impact significantly on the educational, social, and recreational outcomes for students with disabilities in inclusive classrooms is immense.
Harrison Hao Yang and Jason MacLeod
Practices of blended learning are being wholeheartedly accepted and implemented into the mainstream processes of educational delivery throughout the world. This trend follows a large body of research that suggests blended learning approaches can be more effective than both traditional face-to-face instruction and entirely computer-mediated instructional approaches. However, in teacher education there are two important factors that influence the outcomes of blended learning; first, the articulation of differences between instructional approaches, and second, the understanding of key pedagogical strategies that support student success. Research on blended learning in teacher education should include both preservice and in-service teacher participants. Preservice teachers are individuals operating in the preparation and training stages, prior to assuming full responsibility of a professional teaching role. In-service teachers are individuals practicing as teachers that are typically still toward completion of their early career induction training to the profession.
Both historical utilization and future research trends are evident through a critical analysis of the last three decades of highly cited scholarship on blended learning in teacher education. Historical utilization trends show an emergence of online and blended learning approaches, which reached nearly 30% of postsecondary education students in 2016. Future research trends include evidence-based practices, preparing for active learning classrooms, building capacity for practical training, collaborative teaching opportunities, leveraging blended learning to improve education equity, and cultivating mixed reality blended learning environments. Researchers, practitioners, administrators, and policymakers should continue to stay informed on this topic and continuously find ways to improve the application of blended learning in teacher education.
Anna Hogan and Greg Thompson
In the literature, a range of terminology is used to describe the reorganization of public education. In much critical policy sociology the terms marketization, privatization, and commercialization are used interchangeably. Our argument is that each of these denotes distinct, albeit related, characteristics of contemporary schooling and the impact of the Global Education Industry (GEI). We define marketization as the series of policy logics that aim to create quasimarkets in education; privatization as the development of quasimarkets in education that privilege parental choice, school autonomy and venture philanthropy; and commercialization as the creation, marketing, and sale of educational goods and services to schools by external providers. We explain the manifestations of each of these forms and offer two cases of actors situated within the GEI, the OECD, and Pearson PLC, to outline how commercialization and privatization proceed at the level of policy and practice.
Critical discourse analysis (CDA) is a cross-disciplinary methodological and theoretical approach. At its core CDA explores the intersections between discourse, critique, power, and ideology which hold particular values for those teaching in developing contexts. CDA has emerged as a valuable methodological approach in cultural and media studies and has increased in prominence since the 2010s in education research where it is drawn on to explore educational policy, literacy education, and identity. This research has intersected with the field of information systems which has explored the dominant discourses and discursive practice of how information and communication technologies (ICTs) are viewed in policy and the contradictions between rhetoric and reality. It has also been drawn on in research in developing contexts to critique the role of ICTs in education. A brief historical background to CDA and overview of the key components of the approach will be provided. How CDA has been drawn on in educational studies will be examined and research on CDA will be highlighted to explore discursive practices of students and the influence of students’ digital identities on their engagement with and experience of online learning. By focusing on four key constructs of CDA—namely meaning, context, identity, and power—the potential of CDA to critically investigate how students’ are constructing their technological identity in an increasingly digital world will be demonstrated, particularly as examples of research emanating from developing contexts will be drawn.
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
Multiple theoretical frameworks have been developed to explain the interactions of gender and digital technology in schooling, namely science and technology studies (STS) and education, technofeminism and education, post-humanism and education, and liberal rights framings of gender and technology. These frameworks offer a key backdrop to the sites of several educational policy and pedagogical conflicts that have recently arisen around gender, technology, and education.
Conflicts at the intersection of gender, technology, and education include digital technology as a pathway for gendered harassment in school; digital technology as a pathway for gendered resistance and activism in school; gender, technology, and the STEM pipeline; and digital technology as gender making in schools. As theorists, practitioners, and policy makers wrestle with the ways that digital technology and gender shape our interactions in schools, key questions arise: How does the use of digital technology in the classroom contribute to and ameliorate the lack of women in STEM fields? How does the use of digital technology in schools provide avenues for students to sexually harass (or gender harass) other students? How might schools and various digital pedagogies allow students to organize and practice activism and resistance to gendered and sexual harassment? How do online worlds, and the use of online spaces in our schools, allow for the making and questioning of gender identity?
Anthony J. "Sonny" Magana III
Of the many stated purposes of organized educational systems, one that might meet with general agreement is this: to ensure students build abundant learning capacity, achieve ample academic proficiency, and consolidate the requisite knowledge, skills, and aptitudes to successfully address future learning challenges. As computer technologies have transformed nearly every human endeavor imaginable, future learning challenges that students encounter will almost certainly require facility with digital technologies. In the realm of teaching and learning, the average impact of computer technology on student achievement has been both negligible and unchanged, despite astonishing technological developments since the 1960s.
However, there is cause for renewed optimism about technology use in education. Compounding evidence suggests that large gains in student achievement are possible when digital tools are leveraged to enhance highly reliable instructional and learning strategies. The objective of the author’s investigation efforts is to develop a more precise language and set of ideas to discuss, enact, and evaluate high impact uses of digital tools in education. The result is the T3 Framework for Innovation in Education. The T3 Framework increments the impact of technology use into three hierarchical domains: Translational, Transformational, and Transcendent. Compounding evidence suggests that implementing the strategies in the T3 Framework, with reasonable fidelity, will likely increase the impact of digital technologies to unlock students’ limitless capacities for learning and contribution, and better prepare today’s students for tomorrow’s learning challenges.
Ethnographic research in innovative education settings and initiatives has shown the practical impact of modern digital life culture and conditions on both research and professional development of curriculum and teaching strategies.
Following the process of digitization, themes that are high on political and institutional agenda include “IT-enhanced learning” and the necessity of synergistic organizational and pedagogical development. Ethnographic methodology enables ongoing interpretation of school development as reflected and discussed by professionals and teacher teams, thereby facilitating elucidation of changes and consequences at technical, organizational and pedagogical levels. The general question addressed can be expressed as: How can a digital platform, associated on- and/or off-line learning processes, and the context be understood, described and explored in a practical sense?
Against this background, ethnographic research is challenged to go beyond the rhetoric to explore the practical implications of the digital transformation and associated discourse. The challenge has been approached in terms of practice-oriented research facing the digital culture and renewing the ethnographic approaches across the spectrum from policy- and organizational-level to practical learning-level ethnographic investigation. The challenge is also seen as embedded in research which illustrates the potentials for ethnographic multisite studies contributing to that which I express as mapping the field of practice or paradigm, and cross-case studies crossing different learning contexts. The common highlighted theme is that changes in educational systems and practices are necessitating changes in ethnographic practices.
Generally, as a result of the need for many schools to compete on a global level, the use of digital technologies has increased in teacher education programs as well as in U.S. public schools. The dynamics of globalization and digital technologies also continue to influence teacher preparation programs, with multiple implications for educational policies and practices in U.S. public schools. Rapidly emerging developments in technologies and the digital nature of 21st-century learning environments have shaped and transformed the ways learners access, process, and interpret both the general pedagogical content knowledge and discipline-specific content in teaching and learning. Ultimately, the roles of students and teachers in digital learning environments must change to adapt to the dynamic global marketplace. In practice, these changes reiterate the need for teacher educators to prepare skilled teachers who are able to provide social and academic opportunities for building a bridge from a monocultural pedagogical framework to a globally competent learning framework, which is critical to addressing the realities of 21st-century classroom experiences. Specifically, there is a need to equip teacher candidates with cultural competency and digital skills to effectively prepare learners for a digital and global workplace. The lack of cultural competency skills, knowledge, attitudes, and dispositions implies potential social and academic challenges that include xenophobia, hegemony, and classroom management issues. The development of 21st-century learning skills is also central to the preparation of digital and global citizens. The 21st-century globalization skills include communication skills, technological literacy and fluency, negotiations skills, knowledge on geography, cultural and social competency, and multiculturalism. To be relevant in the era of globalization, teacher education programs should take the lead on providing learners with knowledge that promotes global awareness and the 21st-century learning skills required to become responsible global and digital citizens.
Concerns about intellectual property in education typically involve administrative interest in improving institutional compliance with copyright and patent laws. The focus on compliance, rather than on intellectual property as an area of educational inquiry for students raises two questions: Are educational institutions adequately preparing students (a) to participate in a global economy that is increasingly driven by intellectual property and (b) for a future in which the creation and distribution of intellectual property is being reshaped by the emerging digital era? The educational value of intellectual property begins, however, with history of the concept in which learning played a strong role in giving shape to the idea of text as an intangible good associated with distinct properties, rights, and responsibilities, with all of this taking place well before the 18th-century introduction of the modern concepts of copyright and patent law. In light of this history and its contemporary standing, intellectual property has much to offer as a way for students and teachers to gain insight into the nature of creative work in relation to private property and the public domain. While education benefits from exceptions made for “fair use” and other exemptions in copyright law, the digital era has seen the introduction of new intellectual property strategies that support the collective educational enterprise, including Creative Commons licensing, open educational resources, open access to research, and open source software. While intellectual property has played a small part in business education and composition classes in the past, a number of innovative programs now involve students in different approaches to balancing the private and public interests associated with this concept, suggesting the value that intellectual property holds, as a teachable topic, for the curriculum and for thinking, more broadly, about education’s role as a public good.
Kay K. Seo and Scott Gibbons
In teacher education, learner engagement is an important instructional consideration. When students are physically, cognitively, and socially involved in the learning process, they can achieve high levels of productivity and develop a meaningful learning experience. In addition, learner engagement is closely associated with student retention and degree completion. To engage education students more meaningfully in the learning process, it is important to teach them in student-centered, technology-enriched environments. Education students should also become more engaged with the community and with other educators in order to build upon their pedagogy. Furthermore, it is important to offer them professional experiences, including student teaching practicum and teacher preparation programs, so that they can transform those experiences into their own teaching practices.
Kathy A. Mills and Len Unsworth
Multimodal literacy is a term that originates in social semiotics, and refers to the study of language that combines two or more modes of meaning. The related term, multimodality, refers to the constitution of multiple modes in semiosis or meaning making. Modes are defined differently across schools of thought, and the classification of modes is somewhat contested. However, from a social semiotic approach, modes are the socially and culturally shaped resources or semiotic structure for making meaning. Specific examples of modes from a social semiotic perspective include speech, gesture, written language, music, mathematical notation, drawings, photographic images, or moving digital images.
Language and literacy practices have always been multimodal, because communication requires attending to diverse kinds of meanings, whether of spoken or written words, visual images, gestures, posture, movement, sound, or silence. Yet, undeniably, the affordances of people-driven digital media and textual production have given rise to an exponential increase in the circulation of multimodal texts in networked digital environments. Multimodal text production has become a central part of everyday life for many people throughout the life course, and across cultures and societies. This has been enabled by the ease of producing and sharing digital images, music, video games, apps, and other digital media via the Internet and mobile technologies.
The increasing significance of multimodal literacy for communication has led to a growing body of research and theory to address the differing potentials of modes and their intermodality for making meaning. The study of multimodal literacy learning in schools and society is an emergent field of research, which begins with the important recognition that reading and writing are rarely practiced as discrete skills, but are intimately connected to the use of multimodal texts, often in digital contexts of use. The implications of multimodal literacy for pedagogy, curriculum, and assessment in education is an expanding field of multimodal research. In addition, there is a growing attention to multimodal literacy practices that are practiced in informal social contexts, from early childhood to adolescence and adulthood, such as in homes, recreational sites, communities, and workplaces.
Initial teacher education is increasingly happening online, both formally and informally, within networks that are commercial, institutional, governmental, and research-driven. These networks make use of the capabilities of the internet and related technology to better support teachers. The scholarship of teacher learning within online networks can be divided into four main strands: network design, outcomes from network participation, agency within the network of networks, and critical perspectives on online networks of teachers.
Online networks are designed environments, and there are design decisions involved in developing different types of teacher network. Research into networked learning provides a common language for talking about these networks that allows for articulation of transferable design principles and comparison between networks.
Some studies of networks of teachers are conducted with a focus upon the forms of social support that teachers provide for each other. These studies look to understand the role of online networks within the profession, and to contribute to growing and testing the base of theoretical knowledge about how teachers can be better supported through online networks.
There is a growing strand of literature that focuses upon how teacher agency can be developed so that each teacher can take advantage of a world in which online networks are prevalent and can use them to flourish within the profession. Teachers can learn to develop their own professional learning network that makes use of existing online networks.
While there is much optimism about the potential of online learning networks to support teachers and serve the profession, there are also perspectives that are critical of the widespread embrace of online networks by teachers and the way in which this development is changing the profession.
Erica Sharplin, Garth Stahl, and Ben Kehrwald
Teaching in the early 21st century is subject to a high degree of scrutiny around effectiveness and competence. It has been argued that teachers effect student learning most positively when they take ownership of their own craft. Coaching models provide pre-service teachers with opportunities to do just that, specifically, to engage in purposeful learning activities, receive and provide feedback, and reflect on and discuss their practice.
Although the terms are often used interchangeably, there are differences between coaching and mentoring. The National Framework for Mentoring and Coaching defines mentoring as a structured process for supporting professional learners through career transitions, whereas coaching enables the development of a specific aspect of practice and the embedding of specialist knowledge. Coaching for in-service teaching has been accepted practice since the early 1980s, but its adoption in pre-service teacher education is relatively new. As research on the potential of coaching has developed, interest in it continues to gain momentum in higher education. Pre-service teaching coaching models often incorporate training in coaching and/or instructional techniques, behaviors and technology, feedback and reflection. Also, models usually follow a cycle comprised of pre-conference, observation and post-conference, although technological innovations are seeing a shift from deferred (asynchronous) feedback to immediate (synchronous) feedback, which is arguably more effective. To date, coaching in pre-service education has been non-evaluative. Generally, pre-service teachers value the results of coaching, which include rapid skill development, the promotion of reflective practice, growth in self-confidence and improved student learning. However, the time-consuming nature of coaching, particularly with synchronous models, is a barrier to adoption.
David Kaufman and Alice Ireland
Simulations provide opportunities to extend and enhance the practice, feedback, and assessment provided during teacher education. A simulation is a simplified but accurate, valid, and dynamic model of reality. A simulation allows users to encounter problem situations, test decisions and actions, experience the results, and modify behavior cost-effectively and without risking harm. Simulations may or may not be implemented using digital technologies but increasingly take advantage of them to provide more realism, flexibility, access, and detailed feedback. Simulations have many advantages for learning and practice, including the ability to repeat scenarios with specific learning objectives, practice for longer periods than are available in real life, use trial and error, experience rare or risky situations, and measure outcomes with validated scoring systems. For skills development, a simulation’s outcome measures, combined with debriefing and reflection, serve as feedback for a formative assessment cycle of repeated performance practice and improvement.
Simulations are becoming more common in preservice teacher education for skills such as lesson planning and implementation, classroom management, ethical practice, and teaching students with varying learning needs. Preservice teachers can move from theory into action, with more practice time and variety than would be available in limited live practicum sessions and without negatively affecting vulnerable students. While simulations are widely accepted in medical and health education, examples in teacher education have often been research prototypes used in experimental settings. These prototypes and newer commercial examples demonstrate the potential of simulations as a tool for both preservice and in-service teacher education. However, cost, simulation limitations, and lack of rigorous evidence as to their effectiveness has slowed their widespread adoption.
Stephen M. Ritchie
STEM education in schools has become the subject of energetic promotion by universities and policymakers. The mythical narrative of STEM in crisis has driven policy to promote STEM education throughout the world in order to meet the challenges of future workforce demands alongside an obsession with high-stakes testing for national and international comparisons as a proxy for education quality. Unidisciplinary emphases in the curriculum have failed to deliver on the goal to attract more students to pursue STEM courses and careers or to develop sophisticated STEM literacies. A radical shift in the curriculum toward integrated STEM education through multidisciplinary/ interdisciplinary/ transdisciplinary projects is required to meet future challenges. Project-based activities that engage students in solving real-world problems requiring multiple perspectives and skills that are authentically assessed by autonomous professional teachers are needed. Governments and non-government sponsors should support curriculum development with teachers, and their continuing professional development in this process. Integrating STEM with creative expression from the arts shows promise at engaging students and developing their STEM literacies. Research into the efficacy of such projects is necessary to inform authorities and teachers of possibilities for future developments. Foci for further research also are identified.
Margaret L. Niess
The 21st-century explosion and decisive impact of digital media on education has highlighted the need for rethinking the required teacher knowledge for guiding students in taking advantage of improved technological affordances. The reformed teacher knowledge, called technological pedagogical content knowledge (TPCK or TPACK), is knowledge reflecting a dynamic equilibrium for the interaction of technology, pedagogy, and content. The intersection of these three knowledge domains reveals four additional subsets: technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge and technological pedagogical content knowledge. The summation of these domains resides within the intellectual, social, and cultural contexts of education, to reveal the knowledge known as TPCK/TPACK. Teacher educators, researchers, and scholars have been and continue to be challenged with identifying appropriate experiences and programs for assessing and developing this teacher knowledge for integrating digital technologies as learning tools in reformed educational environments. Two questions guide this review of the literature surrounding the active, international scholarship and research toward understanding the nature of TPCK/TPACK and guiding the development of teachers’ TPCK/TPACK. The response to the first question describes the nature of this teacher knowledge for the digital age and how it differs from prior descriptions of teachers’ knowledge. The response to the second question explores the research and scholarship unveiling how this knowledge is developed and assessed at the pre-service and in-service teacher levels. From this scholarly work, three distinct views on the nature of TPCK/TPACK are proposed to explain various approaches in how this teacher knowledge is both developed and assessed in pre-service and in-service preparation programs. The integrated, heterogeneous vision recognizes the distinctness of the multiple subsets in the model and calls for specific preparation in each of the domains as key to developing the teacher knowledge for the digital age. The transformative, homogeneous vision considers the knowledge as a whole, composed through the integration of the multiple subset. Through the educational processes, the multiple subsets are rearranged, merged, organized, integrated and assimilated in such a way that none are any longer individually discernible. The third vision, called the distinctive vision, acknowledges the critical nature of the primary domains of pedagogy, content and technology and proposes the value of preparing teachers in each of these distinct domains. Supporting teachers for gaining the TPCK/TPACK-based knowledge, the preparation must respond to changes in content knowledge, pedagogical knowledge, and technological knowledge. These cumulative scholarly efforts provide a launchpad for future research focused on developing teachers’ knowledge for teaching in the digital age.
Surendran Sankaran and Norazlinda Saad
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
Technology proficiency is the ability to use technology to communicate effectively and professionally, organize information, produce high-quality products, and enhance thinking skill. In classroom settings, technology proficiency refers to the ability of teachers to integrate technology to teach, facilitate, and improve learning, productivity, and performance. These abilities are needed to participate in a technological world. Technology proficiency will guide teachers to encounter and explore a wide variety of technological devices in order to have the possibility to know and choose those that best respond to teaching content and pedagogical aims. Basic proficiency in information technologies among teachers is typically used to communicate electronically, organize activities and information, and create documents in schools or higher education institutions.
Proficiency in using technological devices can be achieved through experience and instruction. It is a necessary condition to introduce, experiment with, and maintain an accessible technological tool for teaching practices. Technology proficiency in fact seems relevant for many aspects of the teaching profession, such as lesson preparation. Other aspects that impact teacher decisions to introduce technology into classroom activities are beliefs about the way the subject should be taught and skills associated with competence in managing classroom activities. Teachers must be able to apply the technology knowledge and skills required in their professional job role and responsibilities in order to achieve the expected outputs.
Stuart R. Poyntz and Jennesia Pedri
Media in the 21st century are changing when, where, what, and how young people learn. Some educators, youth researchers, and parents lament this reality; but youth, media culture, and learning nevertheless remain entangled in a rich set of relationships today. These relationships and the anxieties they produce are not new; they echo worries about the consequences of young people’s media attachments that have been around for decades.
These anxieties first appeared in response to the fear that violence, vulgarity, and sexual desire in early popular culture was thought to pose to culture. Others, however, believed that media could be repurposed to have a broader educational impact. This sentiment crept into educational discourses throughout the 1960s in a way that would shift thinking about youth, media culture, and education. For example, it shaped the development of television shows such as Sesame Street as a kind of learning portal. In addition to the idea that youth can learn from the media, educators and activists have also turned to media education as a more direct intervention. Media education addresses how various media operate in and through particular institutions, technologies, texts, and audiences in an effort to affect how young people learn and engage with media culture. These developments have been enhanced by a growing interest in a broad project of literacy. By the 1990s and 2000s, media production became a common feature in media education practices because it was thought to enable young people to learn by doing, rather than just by analyzing or reading texts. This was enabled by the emergence of new digital media technologies that prioritize user participation.
As we have come to read and write media differently in a digital era, however, a new set of problems have arisen that affect how media cultures are understood in relation to learning. Among these issues is how a participatory turn in media culture allows others, including corporations, governments, and predatory individuals, to monitor, survey, coordinate, and guide our activities as never before. Critical media literacy education addresses this context and continues to provide a framework to address the future of youth, media culture and learning.