Literaturnachweis - Detailanzeige
Autor/inn/en | Meirovitz, Tamar; Aran, Shai S. |
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Titel | An Investigation of Digital Thinking Skills in EFL Digital Instruction |
Quelle | In: Interdisciplinary Journal of e-Skills and Lifelong Learning, 16 (2020), S.19-41 (23 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2375-2084 |
Schlagwörter | Thinking Skills; Second Language Learning; Second Language Instruction; English (Second Language); Outcomes of Education; Teaching Methods; Information Technology; Technology Uses in Education; Cultural Pluralism; Models; Cognitive Development; Theory Practice Relationship; Pandemics; COVID-19; Language Teachers; National Curriculum; Foreign Countries; Teacher Attitudes; Administrator Attitudes; Principals; High Schools; Junior High Schools; Elementary Schools; Technological Literacy; Pedagogical Content Knowledge; Best Practices; Israel Denkfähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kulturpluralismus; Analogiemodell; Kognitive Entwicklung; Theorie-Praxis-Beziehung; Language teacher; Sprachunterricht; Ausland; Lehrerverhalten; Principal; Schulleiter; High school; Oberschule; Sekundarstufe I; Elementary school; Grundschule; Volksschule; Technisches Wissen; Pädagogische Kompetenz |
Abstract | Aim/Purpose: The purpose of the current study is to introduce a digital thinking skills (DTS) theoretical model (DTSM) that could support and enhance digital instruction best practices in schools. Methodology: We have taken a mixed-methods approach. Our respondents represent diverse cultural, linguistic, pedagogical, and social heritages. Contribution: The study provides a theoretical model developed by Eshet-Alkalai and Aviram that could impact subsequent digital teaching in schools. The highly accessible model may help teachers understand the cognitive learning outcomes that derive from frequently used digital tools. Findings: We found that teachers do not have a pedagogical concept of digital thinking skills, though many believe such skills might have a positive effect on their learners' achievements. School culture plays a key role in effective DI delivery. Teachers want better in-service IT instruction. Recommendations for Practitioners: When distance learning has become the order of the day, we recommend practitioners connect pedagogical methodology and disciplinary content with new technology to boost learning outcomes. Recent world events have shown that in many cases practitioners have not been exposed to multiple digital options, especially those that not only present and review learning content but also boost the creation and dissemination of new knowledge. Recommendation for Researchers: We recommend researchers review different types of available resources and their effective implementation in the school curricula in order to foster creativity and more profound thinking among teachers and learners. Impact on Society: Better informed and greatly improved DI in schools is clearly crucial for twenty-first-century systems. As we go to press, in the middle of the coronavirus world-wide lockdown, these words resonate more than ever before. Our research both highlights this obvious need and provides a heuristic bridge between basic research and classrooms. Future Research: Future studies should focus on a pedagogical digital model that can enhance DI best practices in schools. (As Provided). |
Anmerkungen | Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |