PUBLICATIONS

@article{Moylan2023c,

title = {Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens},

author = {R Moylan and J Code},

doi = {https://doi.org/10.1080/13540602.2023.2263732},

year  = {2024},

date = {2024-01-01},

urldate = {2023-10-10},

journal = {Teachers and Teaching},

pages = {19},

abstract = {Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy – awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems – is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers include technological, pedagogical, and social competence areas and are intended to illustrate the necessary knowledge, skills, and attitudes for digitally competent teachers. Using document analysis, we undertook a systematised review and evaluation of selected PDC frameworks through the lens of algorithm literacy. This analysis demonstrated that although some aspects of algorithm literacy could be inferred within the PDC frameworks analysed, there is a need for further explicit integration. Just as the DigComp framework for citizens has been updated to recognise the vital importance of understanding algorithmic systems' impact, so should PDC frameworks be revised. Recommendations are provided for incorporating understandings of algorithmic governance and bias and ensuring digital Bildung development in PDC frameworks. Implications for teacher education programs are also discussed.},

keywords = {Algorithm Literacy, document analysis, professional digital competencies, Teacher Education},

pubstate = {forthcoming},

tppubtype = {article}

}

@article{Code2023,

title = {Teachers' sense of efficacy during a time of crisis},

author = {J Code and R Moylan and K Forde and R Ralph},

doi = {https://doi.org/10.1007/s42330-023-00291-0},

year  = {2023},

date = {2023-12-06},

urldate = {2023-05-15},

journal = {Canadian Journal of Science, Mathematics and Technology Education},

volume = {23},

pages = {538-558},

abstract = {Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practising TE teachers and teacher candidates (TC) during a forced switch to emergency remote teaching (ERT). In phase 1, the switch to ERT had a significantly negative effect on TE teachers (N = 42; r = −0.60). In phase 2, TE TCs (N = 16) were similarly affected (r = −0.53). Results of a two-way mixed ANOVA in phase 3 suggest that ERT had a greater negative impact on practising TE teachers’ TSE for student engagement (partial eta squared = 0.11) and classroom management (partial eta squared = 0.19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research suggests that experienced teachers were at a greater loss due to the pandemic than TCs.},

keywords = {Media & Technology in Education, Pandemic Transformed Pedagogy, Teacher Education, Technology Education},

pubstate = {published},

tppubtype = {article}

}

@article{Forde2020,

title = {Tech ed during COVID-19: Safety, engagement, and access},

author = {K Forde and R Ralph and J Code},

url = {https://jillianne.ca/2020-teachernewsmag-teched-during-covid-19/},

year  = {2020},

date = {2020-09-21},

journal = {Teacher Magazine},

volume = {Sept / Oct},

keywords = {Teacher Education, Technology Education},

pubstate = {published},

tppubtype = {article}

}

@article{code2020pandemicb,

title = {Pandemic designs for the future: Perspectives of technology education teachers during COVID-19},

author = {J Code and R Ralph and K Forde},

url = {https://jillianne.ca/10-1108_ils-04-2020-0112/},

doi = {10.1108/ILS-04-2020-0112},

year  = {2020},

date = {2020-07-08},

urldate = {2020-07-08},

journal = {Information and Learning Sciences},

volume = {121},

number = {5/6},

pages = {419-431},

publisher = {Emerald Publishing Limited},

abstract = {Purpose 

The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession? 

Design/methodology/approach A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006). 

Findings 

The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online. 

Originality/value 

This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.},

keywords = {21st century learning, educational technology, ERT, learning design, mixed methods, qualitative, self-efficacy, Teacher Education},

pubstate = {published},

tppubtype = {article}

}