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Participants completed an online survey on perceptions, practices, and policies in the utilization of ADWTs in education. The Technology Acceptance Model (TAM) helped us understand the factors influencing the acceptance and use of ADWTs.\n \n \n Results\n The study found that teacher respondents highly value the diverse ways ADWTs can support their educational goals (perceived usefulness). However, they must overcome their barrier threshold such as limited access to these tools (perception of external control), a perceived lack of knowledge on their use (computer self-efficacy), and concerns about ADWTs' impact on academic integrity, creativity, and more (output quality).\n \n \n Conclusion\n AI technologies are making headway in more educational institutions because of their proven and potential benefits for teaching, learning, assessment, and research. 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ChatGPT is significantly different from previous versions of GPT by its quality of output, capability to interact and hold human-like conversations, enormous speed, and ability to have its output refined by users or experts. New iterations of ChatGPT as well as open source and alternative LLMs, and ChatGPT plugins extend the current capabilities of ChatGPT and offer unlimited opportunities to change how we do things. Despite its newfound popularity and capabilities, ChatGPT is fraught with concerns such as cheating, misinformation, bias, abuse and misuse, and privacy and safety. On the other hand, the integration of ChatGPT in the classroom prompts us to envision better ways of providing instruction and assessment of writing skills. ChatGPT also provides unparalleled approaches for personalized learning. 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Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.", "publicationTitle": "Educational Technology Research and Development", "publisher": "", "place": "", "date": "2020-10-01", "volume": "68", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "2449-2472", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Education Tech Research Dev", "DOI": "10.1007/s11423-020-09767-4", "citationKey": "", "url": "https://doi.org/10.1007/s11423-020-09767-4", "accessDate": "2024-01-24T09:08:30Z", "PMID": "", "PMCID": "", "ISSN": "1556-6501", "archive": "", "archiveLocation": "", "shortTitle": "From digital literacy to digital competence", "language": "en", "libraryCatalog": "Springer Link", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Digital competence", "type": 1 }, { "tag": "Digital literacy", "type": 1 }, { "tag": "Integration", "type": 1 }, { "tag": "SAMR", "type": 1 }, { "tag": "TPACK", "type": 1 }, { "tag": "Teacher education", "type": 1 }, { "tag": "Technology", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2024-01-24T09:08:30Z", "dateModified": "2024-01-24T09:08:30Z" } }, { "key": "FEQ2ELR2", "version": 1090, "library": { "type": "group", "id": 287132, "name": "Digital Learning Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/287132/items/FEQ2ELR2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology/items/FEQ2ELR2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 11029387, "username": "jiayanwu", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jiayanwu", "type": "text/html" } } }, "creatorSummary": "Osterwalder et al.", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "FEQ2ELR2", "version": 1090, "itemType": "book", "title": "Value proposition design: How to create products and services customers want", "creators": [ { "creatorType": "author", "firstName": "Alexander", "lastName": "Osterwalder" }, { "creatorType": "author", "firstName": "Yves", "lastName": "Pigneur" }, { "creatorType": "author", "firstName": "Gregory", "lastName": "Bernarda" }, { "creatorType": "author", "firstName": "Alan", "lastName": "Smith" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "2", "numberOfVolumes": "", "edition": "", "date": "2015", "publisher": "John Wiley & Sons", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "", "DOI": "", "citationKey": "", "url": "https://books.google.com/books?hl=zh-CN&lr=&id=jgu5BAAAQBAJ&oi=fnd&pg=PA8&dq=Value+Proposition+Canvas&ots=Po-biJnwTX&sig=_eAj7SOWDNW-pIiw2ZIUptZR9ig", "accessDate": "2024-01-24T08:24:45Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Value proposition design", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2024-01-24T08:24:45Z", "dateModified": "2024-01-24T08:24:45Z" } }, { "key": "3RCW5NYB", "version": 1089, "library": { "type": "group", "id": 287132, "name": "Digital Learning Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/287132/items/3RCW5NYB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology/items/3RCW5NYB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 11029387, "username": "jiayanwu", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jiayanwu", "type": "text/html" } } }, "creatorSummary": "Endmann and Keßner", "parsedDate": "2016-04-01", "numChildren": 0 }, "data": { "key": "3RCW5NYB", "version": 1089, "itemType": "journalArticle", "title": "User Journey Mapping – A Method in User Experience Design", "creators": [ { "creatorType": "author", "firstName": "Anja", "lastName": "Endmann" }, { "creatorType": "author", "firstName": "Daniela", "lastName": "Keßner" } ], "abstractNote": "Abstract\n Companies are more and more interested in providing a positive user experience (UX). The aim is to offer a smooth and pleasant experience with the application at hand. As UX consultants, we often face the following basic questions at the start of user experience projects: How can we learn about the user processes in the scope of the project, that is, the activities a user needs to perform to achieve a certain goal? How can we gather the essential steps and stages of the user process and the experiences accompanying them? How do we identify where in the process user research is needed? In order to help answer these questions, we suggest the method of User Journey Mapping, which we developed and refined in the course of seven customer projects.", "publicationTitle": "i-com", "publisher": "", "place": "", "date": "2016-04-01", "volume": "15", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "105-110", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1515/icom-2016-0010", "citationKey": "", "url": "https://www.degruyter.com/document/doi/10.1515/icom-2016-0010/html", "accessDate": "2024-01-24T08:11:35Z", "PMID": "", "PMCID": "", "ISSN": "2196-6826, 1618-162X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "DOI.org (Crossref)", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2024-01-24T08:11:35Z", "dateModified": "2024-01-24T08:11:35Z" } }, { "key": "PHWAL9J7", "version": 1088, "library": { "type": "group", "id": 287132, "name": "Digital Learning Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/287132/items/PHWAL9J7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology/items/PHWAL9J7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 413984, "username": "professorkhalid", "name": "Md. Saifuddin Khalid", "links": { "alternate": { "href": "https://www.zotero.org/professorkhalid", "type": "text/html" } } }, "creatorSummary": "Špernjak and Šorgo", "parsedDate": "2018-05", "numChildren": 0 }, "data": { "key": "PHWAL9J7", "version": 1088, "itemType": "conferencePaper", "title": "Outlines for science digital competence of elementary school students", "creators": [ { "creatorType": "author", "firstName": "Andreja", "lastName": "Špernjak" }, { "creatorType": "author", "firstName": "Andrej", "lastName": "Šorgo" } ], "abstractNote": "Many of the digital competences of students can be transferred from their homes and out-of-school environments, but it is unrealistic to expect that students will become proficient in the use of equipment such as whiteboards or data-loggers outside school. An emergent research topic is thus “Are science teachers succeeding in transferring to their students the digital competences specific to the study of science?” In the initial research phase, our intention was to prepare a Digital Competence Framework for Science Learning for Elementary school Students, and a proposal for how this could be applied in the science classroom. We began from a study of the Slovenian syllabus for Computer Science and Multimedia in elementary school. We discovered that, in science education, we cannot rely on students' digital competence even at the basic level (use of e-mail, internet browsers, word processors and home multimedia), a situation that calls for intervention by science teachers. Additionally, the school subject Computer Science and Multimedia is elective, which is another reason that we cannot expect students to be digitally competent in all classrooms, nor we can expect this kind of digital competency merely on account of the abundance of digital technology all around us. A framework was prepared and adapted for the basic, general and subject specific levels. Specific classroom situations are identified for clarifying the concepts, and classroom practices based on tested sources are proposed for presentation at the conference.", "proceedingsTitle": "2018 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO)", "conferenceName": "2018 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO)", "publisher": "", "place": "", "date": "2018-05", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "0825-0829", "series": "", "seriesNumber": "", "DOI": "10.23919/MIPRO.2018.8400152", "ISBN": "", "citationKey": "", "url": "https://ieeexplore.ieee.org/document/8400152", "accessDate": "2024-01-22T08:19:51Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "IEEE Xplore", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2024-01-22T08:19:51Z", "dateModified": "2024-01-22T08:19:51Z" } }, { "key": "ALVNBT8V", "version": 1087, "library": { "type": "group", "id": 287132, "name": "Digital Learning Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/287132/items/ALVNBT8V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology/items/ALVNBT8V", "type": "text/html" } }, "meta": { "createdByUser": { "id": 11029387, "username": "jiayanwu", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jiayanwu", "type": "text/html" } } }, "creatorSummary": "Widajati and Mahmudah", "parsedDate": "2023", "numChildren": 0 }, "data": { "key": "ALVNBT8V", "version": 1087, "itemType": "journalArticle", "title": "Technological pedagogical content knowledge (TPACK) and digital e-scaffolding for special school teachers", "creators": [ { "creatorType": "author", "firstName": "Wiwik", "lastName": "Widajati" }, { "creatorType": "author", "firstName": "Siti", "lastName": "Mahmudah" } ], "abstractNote": "", "publicationTitle": "Studies in Learning and Teaching", "publisher": "", "place": "", "date": "2023", "volume": "4", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "296–305", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://scie-journal.com/index.php/SiLeT/article/view/268", "accessDate": "2024-01-16T17:47:23Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2024-01-16T17:47:23Z", "dateModified": "2024-01-16T17:47:23Z" } }, { "key": "MK6XX9F3", "version": 1086, "library": { "type": "group", "id": 287132, "name": "Digital Learning Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/287132/items/MK6XX9F3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/digital_learning_technology/items/MK6XX9F3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 11029387, "username": "jiayanwu", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jiayanwu", "type": "text/html" } } }, "creatorSummary": "Mishra and Koehler", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "MK6XX9F3", "version": 1086, "itemType": "journalArticle", "title": "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge", "creators": [ { "creatorType": "author", "firstName": "Punya", "lastName": "Mishra" }, { "creatorType": "author", "firstName": "Matthew J.", "lastName": "Koehler" } ], "abstractNote": "Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.", "publicationTitle": "Teachers College Record: The Voice of Scholarship in Education", "publisher": "", "place": "", "date": "06/2006", "volume": "108", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "1017-1054", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Teachers College Record", "DOI": "10.1111/j.1467-9620.2006.00684.x", "citationKey": "", "url": "http://journals.sagepub.com/doi/10.1111/j.1467-9620.2006.00684.x", "accessDate": "2024-01-16T17:46:58Z", "PMID": "", "PMCID": "", "ISSN": "0161-4681, 1467-9620", "archive": "", "archiveLocation": "", "shortTitle": "Technological Pedagogical Content Knowledge", "language": "en", "libraryCatalog": "DOI.org (Crossref)", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2024-01-16T17:46:58Z", "dateModified": "2024-01-16T17:46:58Z" } } ]