Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: the current situation and emerging trends

  • This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA.This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA. To this end, we introduce the concept of augmentation strategies.show moreshow less

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Metadaten
Author:Sabine Seufert, Josef Guggemos, Michael SailerORCiDGND
URN:urn:nbn:de:bvb:384-opus4-1090448
Frontdoor URLhttps://opus.bibliothek.uni-augsburg.de/opus4/109044
ISSN:0747-5632OPAC
Parent Title (English):Computers in Human Behavior
Publisher:Elsevier BV
Type:Article
Language:English
Year of first Publication:2021
Publishing Institution:Universität Augsburg
Release Date:2023/11/10
Tag:General Psychology; Human-Computer Interaction; Arts and Humanities (miscellaneous)
Volume:115
First Page:106552
DOI:https://doi.org/10.1016/j.chb.2020.106552
Institutes:Philosophisch-Sozialwissenschaftliche Fakultät
Philosophisch-Sozialwissenschaftliche Fakultät / Empirische Bildungsforschung
Philosophisch-Sozialwissenschaftliche Fakultät / Empirische Bildungsforschung / Lehrstuhl für Learning Analytics and Educational Data Mining
Dewey Decimal Classification:3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Licence (German):CC-BY 4.0: Creative Commons: Namensnennung (mit Print on Demand)