A review of research exploring teacher preparation for the digital age

ABSTRACT

Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.     

Screening for significant atherosclerotic renal artery stenosis with a regression model in patients undergoing transradial coronary angiography/intervention

Objective: Early detection of atherosclerotic renal artery stenosis (ARAS) is clinically important with respect to blood pressure control, prevention of renal insufficiency, and even improving survival. We investigated whether the presence of significant ARAS (luminal diameter narrowing ≥70%) could be predicted using a logistic regression model before coronary angiography/intervention. Methods: Initially, we developed a logistic regression model for detecting significant ARAS based upon clinical and angiographic features and biochemical measurements in a cohort of 1 813 patients undergoing transfemoral coronary and renal angiography. This model was then prospectively applied to an additional 495 patients who received transradial renal angiography to ascertain its predictive accuracy for the presence of significant ARAS. Results: Multivariate regression analysis revealed that older age (≥65 years), resistant hypertension, type 2 diabetes, creatinine clearance (Ccr) ≤60 ml/min, and multivessel coronary disease were independent predictors for significant ARAS. A logistic regression model for detecting ARAS by incorporating conventional risk factors and multivessel coronary disease was generated as: P/(1−P)=exp(−2.618+1.112[age≥65 years]+1.891[resistant hypertension]+0.453[type 2 diabetes]+0.587[Ccr≤60 ml/min]+2.254[multivessel coronary disease]). When this regression model was prospectively applied to the additional 495 patients undergoing transradial coronary and renal angiography, significant ARAS could be detected with a sensitivity of 81.2%, specificity of 88.9%, and positive and negative predictive accuracies of 53.8% and 96.7%, respectively. Conclusions: The logistic regression model generated in this study may be useful for screening for significant ARAS in patients undergoing transradial coronary angiography/intervention.     

Re-evaluation of the D21-digital-index assessment instrument for measuring higher-level digital competences

The development of reliable tools for assessing digital competences is of great importance. This is why we set out a re-evaluation of the measurement quality of the D21-Digital-Index assessment instrument. The D21-Digital-Index is a biannual and influential study held in Germany. The instrument used in the D21-surveys is based on the theoretical framework DigComp. In our analyses we used data of 1142 participants from vocational training and higher education institutions to estimate item parameters and the quality of the instrument using Item Response Theory. Because choosing an appropriate IRT-model is crucial for instrument evaluation, we calculated and compared two types of models, the Rasch and the Birnbaum model of which the latter turned out to achieve the better fit. In a unidimensional analysis the five scales of the instrument with 24 items in total yield acceptable measures. Multidimensional analysis shows a dimensional separation and hence confirms the construct validity of the instrument.     

Use of digital console game for children with attention deficit hyperactivity disorder

ADHD or ADD （Attention Deficit/Hyperactivity Disorder） is one of the most frequently diagnosed mental and behavioral disorders of children. Children with ADHD are characterized by poor attention and distractibility and/or hyperactive and impulsive behaviors. Although there is no ＂cure＂ for ADHD, there are accepted treatments that specifically target its symptoms. The most common standard treatments include medication, psychological or behavioral modification, and educational approaches. However, more and more parents began to worry about the side effects of medication. For this reason, this study proposed a new treatment by using digital console games to assist children who suffer from ADD to improve their attention condition. With the advantages of gaming apparatus, this study intends to improve the effect of behavioral intervention and cognitive remediation therapy for ADD children.     

Using digital representations of practical production work for summative assessment

This paper presents the findings of the first phase of a three-year study investigating the efficacy of the digitisation of creative practical work as digital portfolios for the purposes of high-stakes summative assessment. At the same time the paired comparisons method of scoring was tried as an alternative to analytical rubric-based marking because we believed that it was likely that a more holistic approach to scoring would be more appropriate. Researchers created digital representations of the practical submissions of 75 Visual Arts and 82 Design students graduating from secondary school in Western Australia. These digital portfolios were scored using the two methods, with the scores compared to those officially awarded to the physical forms. It was concluded that the digital representations of the Visual Arts submissions had adequate fidelity for the purpose of awarding high-stakes scores particularly using the paired comparisons method. However, the Visual Arts teachers and students were opposed to digitisation. For the Design portfolios teachers and students were supportive of digital submission, but the structure of the portfolios reduced the reliability and validity of scores, particularly from analytical marking.     

农用地分等回归模型法和中国加(减)法系统的比较

就农用地分等引用输树县耕地调查资料对回归模型法和中国加(减)法系统进行了比较，通过较为系统的分析，表明回归模型法评定结果性强，准确性高，科学公正，操作简易，是区域性开展土地分等的有效方法。     

Comparing digital to print assessment of receptive vocabulary with GraWo-KiGa in Austrian kindergarten

The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo-KiGa, for use in Austrian kindergartens. Using a mixed-methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets the required quality criteria and is comparable to the print version and (b) how instructors and children perceive its practicality and comprehensibility, as well as which version kindergarteners prefer. The results reveal that the digital assessment tool is both reliable (α = 0.85) and valid (convergent validity: r = 0.43; discriminant validity: r = 0.31). Results of the digital and print version were comparable (r = 0.83). Although children found both versions easy to use, most of them reported the digital version to be easier and also preferred. In light of the numerous benefits that digital assessments offer in terms of administration, evaluation, feedback and motivation, the digital version of GraWo-KiGa has great potential in easing kindergarten teachers' assessment procedures. However, due to the limited availability of digital resources, the print version will remain highly relevant in the future.

Practitioner notes

What is already known about this topic

• Proper assessment is the basis of individualised support.
• Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten.
• In German-speaking countries, digitalisation has barely reached kindergarten.
• The print version of GraWo-KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year.

What this paper adds

• GraWo-KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version.
• GraWo-KiGa is practical in use for both children and kindergarten teachers.
• Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids.

Implications for practice and/or policy

• Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes.
• In kindergarten, the use of GraWo-KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically.
• Digital assessments enable rapid and targeted allocation of children to support programmes.

     

An exploration of longitudinal studies of digital learning

ABSTRACT

Background: The importance of digital technologies for enhancing learning in formal education settings has been widely acknowledged. In the light of this expectation, it is important to investigate the effects of these technologies on students’ learning and development.

Purpose: This study explores longitudinal empirical research on digital learning in the context of primary and secondary education. By focusing on a small selection of the peer-reviewed literature, the aim is to examine the kinds of longitudinal study published on this topic during the period 2012–2017 and, thorough categorisation, to bring together insights about the reported influences of digital technology use on students’ learning.

Design and methods: The databases searched for the purposes of this review were Scopus and Web of Science. Of 1,989 articles, 13 were finally included in the review. Using qualitative content analysis, these were analysed, coded and categorised.

Results: The reviewed studies were found to have approached digital learning in different ways: they varied, for example, in terms of research methods and design and the digital technologies used. The studies addressed different aspects of learning, which we assigned to six categories: affection, attitude, and motivation; subject-specific knowledge and skills; transversal skills; learning experience; elements of the learning environment; and identity. We identified both positive and negative influences of technology on learning.

Conclusions: This review offers a snapshot of the variety of research in this fast-moving area. The studies we explored were found to approach digital learning from several different perspectives, and no straightforward conclusions can be drawn about the influences of digital technology use on students’ learning. We conclude that further longitudinal studies of digital learning are needed, and this study assists by highlighting gaps in the existing literature.     

Measurement properties as a possible cause of digital device effects on a standardized assessment of learning

Recent research found a substantial effect of digital device type on a computerized, standardized assessment of learning. Findings were consistent across grade and content domain. To investigate the source of these differences, the current research probed whether measurement differences or, equivalently, test bias due to device type could explain achievement or proficiency differences. We used 2018–2019 results on the Indiana Learning Evaluation Assessment Readiness Network (ILEARN). The data are census-based and cover grades 3 and 8 in the content domains of mathematics and English language arts (ELA). For our analysis, we use the root mean-squared deviation (RMSD) for detecting measurement differences across students that took ILEARN on different digital devices. Our findings suggest that few, if any, achievement differences that depend on the type of digital device can be explained by test bias. We discuss our findings in the context of multiple-group versus multiple indicator, multiple cause measurement models. Our findings suggest that digital device operates directly on the construct (math or ELA) rather than on the indicators that measure the construct. Finally, we conclude that a competing hypothesis – that differences are due to a digital device familiarity effect – remains plausible.     

Optimization of block-floating-point realizations for digital controllers with finite-word-length considerations

The closed-loop stability issue of finite-precision realizations was investigated for digital controllers implemented in block-floating-point format. The controller coefficient perturbation was analyzed resulting from using finite word length (FWL) block-floating-point representation scheme. A block-floating-point FWL closed-loop stability measure was derived which considers both the dynamic range and precision. To facilitate the design of optimal finite-precision controller realizations, a computationally tractable block-floating-point FWL closed-loop stability measure was then introduced and the method of computing the value of this measure for a given controller realization was developed. The optimal controller realization is defined as the solution that maximizes the corresponding measure, and a numerical optimization approach was adopted to solve the resulting optimal realization problem. A numerical example was used to illustrate the design procedure and to compare the optimal controller realization with the initial realization.     

职业院校数字视频实验室的构建

描述了数字视频实验室各单元的基本构成,实验室构建的基本原则,并对基于数字视频实验室的实验教学设计给出了相应的建议。     

数字电子技术实验教学改革探索

数字电子技术实验教学在培养学生创新能力方面起着非常重要的作用。介绍了我校在进行数字电子技术实验教学改革方面的一些举措,在教学内容、教学方法、教学模式等方面进行改革,取得了较好的教学效果。     

Optimization of block-floating-point realizations for digital controllers with finite-word-length considerations

INTRODUCTIONDuetothefinitewordlength (FWL)effect,acasualcontrollerimplementationmaydegradethedesignedclosed loopperformanceorevendestabilizethedesignedstableclosed loopsys tem ,ifthecontrollerimplementationstructureisnotcarefullychosen .Theeffectsoffinite…     

核辐射信号数字仿真发生器的设计

设计了一套核辐射信号数字仿真发生器,可以近似数字核仪器系统中的探测器-前置放大器、前端条件线路、高速模/数变换等部分。利用这套仿真发生器,只需一台PC机就可以进行数字处理算法的开发,减少了对硬件设备的需求,降低了数字核仪器系统的研发成本,增强了数字处理算法开发的灵活性。通过仿真信号能谱测量与实际采样信号能谱测量的对比,验证了核辐射信号数字仿真发生器的有效性和实用性。     

高职院校数字化校园建设的问题及对策研究

与本科院校相比,高职院校的数字化校园建设起步晚、基础差,由于高职院校有其自身特点,又不能简单照搬本科院校的成功经验,这就导致在建设过程中难免会碰到一些问题。针对存在的诸如对数字化校园建设认识和理解不到位、缺乏系统规划、运行体系不够健全、建设资金短缺、缺乏专业技术队伍等问题,提出了加强领导、加强引导、科学规划、彰显特色、校企合作等对策。     

数字万用表语音报读方案及实现

针对DT890A型普通数字万用表,以凌阳SPCE061A单片机作为核心器件,提出了一个简单实用的语音报读方案。通过获取显示数据及档位信息,实现了显示数字和单位的自动报读,且报读节奏可控。通过对获取数据做适当的处理(如多值平滑),改善了测量准确度,增加了相对值计算功能,扩展了被测电量变化的观察和电阻电容的比对筛选功能。由于不必看万用表显示的数值及量程换算就能得到测量结果,使得数字万用表的操作更方便、更友好。     

心电图STⅡ/Ⅲ比值在急性下壁心肌梗死相关动脉预测中的价值

目的通过对急性下壁心肌梗死时心电图Ⅱ、Ⅲ导联ST段抬高幅度（STⅡ／Ⅲ比值）的比较分析，来预测梗死相关动脉（infarction related artery IRA）。方法回顾性分析72例首次急性下壁心肌梗死患者的入院心电图与冠状动脉造影资料。结果对急性下壁心肌梗死时心电图指标STⅡ／Ⅲ与IRA关系的统计分析表明，STⅡ／Ⅲ在右冠状动脉（RCA）组绝大多数小于1而左旋支（LCX）组多大于等于1（P〈0．011，排除RCA和LCX皆有显著病变的病例后仍然P〈0．01。结论心电图STⅡ／Ⅲ比值是预测急性下壁心肌梗死患者IRA的较准确的指标。     

植物生产类专业数字化植物教学标本园构建

植物教学标本园是进行实验实践教学的重要场所,从建设数字化植物教学标本园的必要性、建设内容、建设所需条件和数据来源等方面进行了探讨,为数字化实验室建设提供了素材。     

Use of interactive live digital imaging to enhance histology learning in introductory level anatomy and physiology classes

Histology is one of the main subjects in introductory college-level Human Anatomy and Physiology classes. Institutions are moving toward the replacement of traditional microscope-based histology learning with virtual microscopy learning amid concerns of losing the valuable learning experience of traditional microscopy. This study used live digital imaging (LDI) of microscopic slides on a SMART board to enhance Histology laboratory teaching. The interactive LDI system consists of a digital camera-equipped microscope that projects live images on a wall-mounted SMART board via a computer. This set-up allows real-time illustration of microscopic slides with highlighted key structural components, as well as the ability to provide the students with relevant study and review material. The impact of interactive LDI on student learning of Histology was then measured based on performance in subsequent laboratory tests before and after its implementation. Student grades increased from a mean of 76% (70.3-82.0, 95% CI) before to 92% (88.8-95.3, 95% CI) after integration of LDI indicating highly significant (P < 0.001) enhancement in students' Histology laboratory performance. In addition, student ratings of the impact of the interactive LDI on their Histology learning were strongly positive, suggesting that a majority of students who valued this learning approach also improved learning and understanding of the material as a result. The interactive LDI technique is an innovative, highly efficient and affordable tool to enhance student Histology learning, which is likely to expand knowledge and student perception of the subject and in turn enrich future science careers.     

Personalised reading for pleasure with digital libraries: towards a pedagogy of practice and design

This paper discusses the pedagogical practice of developing reading for pleasure in pre- schools and primary phase settings through the lens of one key dimension of twenty-first-century reading: personalisation. It draws on a series of studies and examples to identify, address and problematise human- and digitally mediated personalised reading for pleasure. Through a content analysis of the key features of current digital library systems, it shows how these increasingly popular systems position teachers as librarians, curators and monitors, and undermine their potential roles as listeners, mentors and co-readers in order to foster children’s personal response to texts. Through a theory-driven approach it identifies ways in which current design limitations of library management systems can be addressed and from which their effective application and use can develop. This conceptual elaboration, which combines contemporary reading theories with the affordances of digital personalisation, provides new insights concerning personalisation in digital library systems.