Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning
AbstractAlthough there is an established body of work arguing that teachers’ technological pedagogical content knowledge (TPACK) is necessary for designing ICT-integrated lessons, little is known about the relationships among teachers’ 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’ 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’ beliefs and design were distinctive. The study shows that teachers’ beliefs about learning and their design capacities changed along with their TPACK efficacy. It also identified factors that might affect teachers’ competencies needed to design lessons that could cultivate a new 21st century culture of learning. Implications of the relationships among teachers’ beliefs about learning, their design capacities and TPACK to foster 21st century competencies are discussed.
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in AJET can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.