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Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning
ARTICLE

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Australasian Journal of Educational Technology Volume 33, Number 2, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Although there is an established body of work arguing that teachers\u2019 technological pedagogical content knowledge (TPACK) is necessary for designing ICT-integrated lessons, little is known about the relationships among teachers\u2019 beliefs about learning, their design dispositions, learning design practices and TPACK. Critical inquiry in this aspect is timely as a new culture of learning is emerging from the informal contexts of learning and challenging how school-based learning should be designed to foster 21st century competencies. In this study, a survey instrument was developed to assess and investigate the relationships among pre-service teachers\u2019 beliefs about the new culture of learning and school-based learning, their design dispositions, learning design practices and relevant factors of TPACK. Based on the sample size of 223 pre-service teachers in Singapore, the validation shows that the relevant factors pertaining to TPACK, teachers\u2019 beliefs and design were distinctive. The study shows that teachers\u2019 beliefs about learning and their design capacities changed along with their TPACK efficacy. It also identified factors that might affect teachers\u2019 competencies needed to design lessons that could cultivate a new 21st century culture of learning. Implications of the relationships among teachers\u2019 beliefs about learning, their design capacities and TPACK to foster 21st century competencies are discussed.

Citation

Chai, C., Tan, L., Deng, F. & Koh, J. (2017). Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning. Australasian Journal of Educational Technology, 33(2),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved July 4, 2022 from .

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