330
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Using digital technology in the classroom adds new professional tasks for (student) teachers

ORCID Icon & ORCID Icon
Pages 201-217 | Received 18 Jan 2021, Accepted 11 Sep 2023, Published online: 22 Dec 2023

References

  • Aldhafeeri, F., Palaiologou, I., & Folorunsho, A. (2016). Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: Teachers’ views, attitudes and aptitudes. International Journal of Early Years Education, 24(3), 342–360. https://doi.org/10.1080/09669760.2016.1172477
  • Al-Huneini, H., Walker, S. A., & Badger, R. (2020). Introducing tablet computers to a rural primary school: An activity theory case study. Computers & Education, 143, 103648. https://doi.org/10.1016/j.compedu.2019.103648
  • Amadieu, F., & Tricot, A. (2014). Apprendre avec le numérique: mythes et réalités [Learning with digital technology: myths and realities].
  • Bélanger, M., & Richard, V. (2017). L’éthique de la recherche en contexte de classe : des moyens d’actualisation de la responsabilité des enseignants du secondaire envers leurs élèves [Research ethics in classroom settings: ways to actualize secondary teachers’ accountability to their students]. Éducation et francophonie, 45(1), 155–173. https://doi.org/10.7202/1040725ar
  • Blondeau, M., Laurent, A., & Van Nieuwenhoven, C. (2021). L’entretien d’autoconfrontation comme voie de développement professionnel des étudiants? [The self-confrontation interview as a means of professional development for students?] Formation et pratiques d’enseignement en questions, 27, 245–265.
  • Bucheton, D., & Soulé, Y. (2009). Les gestes professionnels et le jeu des postures de l’enseignant dans la classe : un multi-agenda de préoccupations enchâssées [Professional gestures and the game of the teacher’s postures in the classroom: a multi-agenda of embedded concerns]. Éducation et didactique, 3(3), 29–48. https://doi.org/10.4000/educationdidactique.543
  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
  • Colognesi, S., & Balleux, L. (2018). Former les futurs instituteurs primaires à utiliser les tablettes numériques dans leur classe: une spécialisation optionnelle en haute «école pédagogique» [Training future primary school teachers to use digital tablets in the classroom: an optional specialisation in teacher training]. Frantice Net, 14(1), 7–23.
  • Colognesi, S., Coppe, T., & Lucchini, S. (2023). Improving the oral language skills of elementary school students through video-recorded performances. Teaching and Teacher Education, 128, 104141. https://doi.org/10.1016/j.tate.2023.104141
  • Colognesi, S., Deschepper, C., Balleux, L., & März, V. (2019). Quel accompagnement des étudiants dans la production d’un texte réflexif, à l’intérieur du travail de fin d’études? Le cas d’un module de formation des futurs enseignants du primaire [How can we support students in producing a reflective text as part of their final year’s work? The case of a training module for future primary school teachers]. Formation et pratiques d’enseignement en question, 25, 79–101.
  • Colognesi, S., & Dolz, J. (2017). Un dispositif de formation des enseignants : construire des scenarios pour developper les capacites orales des élèves du primaire [A teacher training program: building scenarios to develop the oral skills of primary school pupils]. In J.-F. de Pietro, C. Fisher, & R. Gagnon (Eds.), L’oral aujourd’hui : perspectives didactiques [The Oral Today: Didactic Perspectives]. Recherches en Didactique du Francais: 9 (pp. 177–199). Presses universitaires de Namur.
  • Colognesi, S., & Gouin, J. A. (2022). A typology of learner profiles to anticipate and guide differentiation in primary classes. Research Papers in Education, 37(4), 479–495. https://doi.org/10.1080/02671522.2020.1849376
  • Colognesi, S., & März, V. (2022). Educating about and through research. In J. Madalinska-Michalak (Ed.), Quality in teaching and teacher education (pp. 329–351). Brill. https://doi.org/10.1163/9789004536609_016
  • Colognesi, S., Van Nieuwenhoven, C., & Beausaert, S. (2020). Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning. European Journal of Teacher Education, 43(2), 258–276. https://doi.org/10.1080/02619768.2019.1681963
  • Coppe, T., Raemdonck, I., März, V., Parmentier, M., Brouhier, Q., & Colognesi, S. (2020). L’insertion professionnelle des enseignants au travers des multiples aspects de la socialisation au travail: L’ISaTE, un instrument de mesure pour les appréhender [The professional integration of teachers through the multiple aspects of socialisation at work: ISaTE, a measuring instrument to apprehend them]. Mesure et Évaluation En Éducation, 43(3), 67–102. https://doi.org/10.7202/1083008ar
  • Côté, I., Lavoie, K., & Trottier-Cyr, R.-P. (2021). La recherche centrée sur l’enfant : défis éthiques et innovations méthodologiques. Presses de l’Université Laval.
  • Darling-Hammond, L., & Hyler, M. (2020). Preparing educators for the time of COVID … and beyond. European Journal of Teacher Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
  • Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., & Mujtaba, T. (2006). Variations in teachers’ work, lives and effectiveness [Research report No. 743]. UK Department for Education and Skills.
  • Demorsy, S., Hanin, V., & Colognesi, S. (2023). How do 12- and 13-year-old students respond to metacognitive questions? Findings from math and science classes in French-speaking Belgium. Education 3–13. https://doi.org/10.1080/03004279.2023.2169049
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001
  • Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Corwin Press.
  • Galway, G., Maddigan, B., & Stordy, M. (2020). Teacher educator experiences of iPad integration in pre-service teacher education: Successes and challenges. Technology, Pedagogy & Education, 29(5), 557–575. https://doi.org/10.1080/1475939X.2020.1819397
  • Gattuso, L., & Bednarz, N. (2000). Représentations des futurs enseignants du secondaire à l’égard des mathématiques, de leur enseignement et de leur apprentissage à l’entrée dans la formation [Representations of future secondary school teachers in mathematics, teaching and learning at entry to training]. Indice Quaderno, 9, 25–60.
  • Gurer, M. D., & Akkaya, R. (2022). The influence of pedagogical beliefs on technology acceptance: A structural equation modeling study of pre-service mathematics teachers. Journal of Mathematics Teacher Education, 25(4), 479–495. https://doi.org/10.1007/s10857-021-09504-5
  • Hanin, V., Colognesi, S., Cambier, A. C., Bury, C., & Van Nieuwenhoven, C. (2020). Décris-moi ta conception de l’intelligence et je te dirai quelle (s) pratique (s) évaluative (s) tu as tendance à préconiser [Describe your conception of intelligence and I’ll tell you what evaluative practice(s) you tend to recommend]. e-JIREF, 6(2), 45–71.
  • Hanin, V., Colognesi, S., Cambier, A. C., Bury, C., & Van Nieuwenhoven, C. (2022). Association between prospective elementary school teachers’ year of study and their type of conception of intelligence. International Journal of Educational Research, 115, 102039. https://doi.org/10.1016/j.ijer.2022.102039
  • Han, I., Shin, W. S., & Ko, Y. (2017). The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching. Teachers & Teaching, 23(7), 829–842. https://doi.org/10.1080/13540602.2017.1322057
  • Hodges, C. B., Barbour, M., & Ferdig, R. E. (2022). A 2025 vision for building access to K-12 online and blended learning in pre-service teacher education. Journal of Technology & Teacher Education, 30(2), 201–216.
  • Huberman, M. (1993). The lives of teachers. Cassell.
  • Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77–93. https://doi.org/10.1080/02619768.2015.1100602
  • Jorro, A., & Croce-Spinelli, H. (2010). Le développement de gestes professionnels en classe de français. Le cas de situations de lecture interprétative. Pratiques linguistique, litterature, didactique, (145–146), 125–140. https://doi.org/10.4000/pratiques.1527
  • Karsenti, T. (2013). Le modèle ASPID : modéliser le processus d’adoption et d’intégration pédagogique des technologies en contexte éducatif [The ASPID model: modeling the process of adoption and pedagogical integration of technologies in educational contexts]. Formation et profession, 21(1), 74–75.
  • Kidd, W., & Murray, J. (2020). The COVID-19 pandemic and its effects on teacher education in England: How teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542–558. https://doi.org/10.1080/02619768.2020.1820480
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85. https://doi.org/10.1016/j.tate.2012.08.005
  • Kjallander, S., & Frankenberg, S. (2018). How to design a digital individual learning RCT- study in the context of the Swedish preschool: Experiences from a pilot-study. International Journal of Research & Method in Education, 41(4), 433–446. https://doi.org/10.1080/1743727X.2018.1470161
  • Leblanc, S. (2018). Analysis of video-based training approaches and professional development. Contemporary Issues in Technology and Teacher Education, 18(1).
  • L’Ecuyer, R. (1990). Methodologie de l’analyse developpementale de contenu : méthode GPS et concept de soi [Developmental content analysis methodology: GPS method and self-concept]. Presses Universitaires du Québec.
  • Lessard, C., & Tardif, M. (2004). Les transformations actuelles de l’enseignement : trois scénarios possibles dans l’évolution de la profession enseignante [Current transformations in teaching: Three possible scenarios for the evolution of the teaching profession]? In C. Lessard & M. Tardif (Eds.), La profession d’enseignant aujourd’hui (pp. 265–287). De Boeck Supérieur.
  • Marz, V., Gaikhorst, L., & Van Nieuwenhoven, C. (2019). Entrer dans le métier, c’est plus qu’enseigner. Comment préparer les futurs enseignants à assumer leur rôle organisationnel [Entering the teaching profession is more than just teaching. How do you prepare future teachers to assume their organisational role]? Education et Formation, e-315, 66–81.
  • McCoy, S., & Lynam, A. M. (2022). How field experience shapes pre-service primary teachers’ technology integration knowledge and practice. Teacher Development, 26(4), 1–20. https://doi.org/10.1080/13664530.2022.2074086
  • McGarr, O., & Ó Gallchóir, C. (2020). Exploring pre-service teachers’ justifications for one-to-one technology use in schools: Implications for initial teacher education. Technology, Pedagogy & Education, 29(4), 477–490. https://doi.org/10.1080/1475939X.2020.1784261
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  • Miskam, N., & Saidalvi, A. (2020). Using video technology to improve oral presentation skills among undergraduate students: A systematic literature review. International Journal of Psychosocial Rehabilitation, 24(5), 5280–5291. https://doi.org/10.37200/IJPR/V24I5/PR2020235
  • Neumann, M. M., & Neumann, D. L. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42(4), 231–239. https://doi.org/10.1007/s10643-013-0608-3
  • Ottestad, G., Kelentric, M., & Guðmundsdottir, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 243–249. https://doi.org/10.18261/ISSN1891-943X-2014-04-02
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
  • Puentedura, R. R. (2013, May 29). SAMR: Moving from enhancement to transformation [Web log post]. http://www.hippasus.com/rrpweblog/archives/000095.html
  • Qiu, C. A., He, H. X., Chen, G. L., & Xiong, M. X. (2022). Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language. Education and Information Technologies, 27(5), 1–25. https://doi.org/10.1007/s10639-022-10888-x
  • Rock, M. L., Spooner, F., Nagro, S., Vasquez, E., Dunn, C., Leko, M., & Jones, J. L. (2016). 21st century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39(2), 98–120. https://doi.org/10.1177/0888406416640634
  • Røkenes, F. M., & Krumsvik, R. J. (2014). Development of student teachers’ digital competence in teacher education – A literature review. Nordic Journal of Digital Literacy, 9(4), 250–280. https://doi.org/10.18261/ISSN1891-943X-2014-04-03
  • Roure, C., Méard, J., Lentillon-Kaestner, V., Flamme, X., Devillers, Y., & Dupont, J. P. (2019). The effects of video feedback on students’ situational interest in gymnastics. Technology, Pedagogy & Education, 28(5), 563–574. https://doi.org/10.1080/1475939X.2019.1682652
  • Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers’ beliefs about using web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937–945. https://doi.org/10.1016/j.compedu.2012.04.001
  • Safrudiannur S., & Rott, B. (2020). Offering an approach to measure beliefs quantitatively: Capturing the influence of students’ abilities on teachers’ beliefs. International Journal of Science & Mathematics Education, 19(2), 419–441. https://doi.org/10.1007/s10763-020-10063-z
  • Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
  • Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers Education, 92–93, 1–14. https://doi.org/10.1016/j.compedu.2015.10.006
  • Stordeur, M. F., & Colognesi, S. (2020). Transformer l’exposé oral classique en exposé oral enregistré au primaire: quelles modalités de travail de l’enseignant et quels effets pour les élèves? [Transforming the classic oral presentation into a recorded oral presentation in primary school: what working methods for the teacher and what effects for the pupils?]. Formation et profession, 28(4), 1–12. https://doi.org/10.18162/fp.2020.683
  • Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
  • Tay, H. Y., & Wang, S. (2016). Longitudinal study on impact of iPad use on teaching and learning. Cogent Education, 3(1), 1127308. https://doi.org/10.1080/2331186X.2015.1127308
  • Thomas, S. (2016). Future-ready learning: Reimagining the role of technology in education. [2016 National Education Technology Plan]. Office of Educational Technology, US Department of Education.
  • Van Nieuwenhoven, C., Collonval, P., Coupremanne, M., Deprit, A., Ernst, D., Féry, M., Giacomelli, A., & Zuanon, E. (2014). Photographie du métier d’instituteur primaire [Photograph of the profession of primary school teacher]. Fédération de l’enseignement supérieur catholique.
  • Voss, T., & Kunter, M. (2019). “Reality shock” of beginning teachers? Changes in teacher candidates’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177/0022487119839700

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.