Digital Downsides in Teacher Education

Authors

DOI:

https://doi.org/10.7577/njcie.4227

Keywords:

student teachers;, digital downsides, digital distractions, resilience, self-efficacy, physical discomfort

Abstract

This paper is particularly relevant in the context of a global pandemic when the majority of teaching is conducted online or in a hybrid environment that requires long hours in front of a screen. Online teaching is becoming increasingly important throughout education, and our findings draw attention to some of the challenges and possible pitfalls of the extensive use of digital technologies and, consequently, implications for teacher education. In the paper, we explore student teachers’ perceptions of digital downsides, their teaching tools self-efficacy, their resilience to digital distractions, and physical discomfort from the use of digital technology. We aim to identify these four concepts and examine whether and how they interconnect. A cross-sectional design was used to analyse data from 561 first-year student teachers enrolled in two teacher education programmes in two universities in Norway in 2019. The findings indicate that resilience to digital distractions decreases and a higher level of reported physical discomfort from digital technology increases student teachers’ perceived downsides of digital technologies. Overall, 38% of the variation in perceived digital downsides within the two teacher education programmes can be explained by these two concepts, as well as to the study programme the student teachers attended.

Downloads

Download data is not yet available.

References

Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291–307.

Badia, A., Meneses, J., Sigalés, C., & Fabregues, S. (2014). Factors affecting school teachers’ perceptions of the instructional benefits of digital technology. Procedia Social and Behavioral Sciences, 141(2014), 357–362.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Bandura, A. (2015). On deconstructing commentaries regarding alternative theories of self-regulation. Journal of Management, 41(4), 1025–1044.

Beetham, H., & Sharpe, R. (2020). An introduction to rethinking pedagogy. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age. Principles and practices of design. Routledge.

Binboga, E., & Korhan, O. (2014). Posture, musculoskeletal activities and possible musculoskeletal discomfort among children using laptops or tablet computers for educational purposes: A literature review. Journal of Science Education and Technology, 23, 605–616. https://doi.org/10.1007/s10956-014-9505-9

Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86(2019). https://doi.org/10.1016/j.tate.2019.07.005

Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford Press.

Chang, C-M., Chen, Y-L., Huang, Y-Y., & Chou, C. (2015). Why do they become potential cyber-plagiarizers? Exploring the alternative thinking of copy-and-paste youth in Taiwan. Computers and Education, 87, 357–367. https://doi.org/10.1016/j.compedu.2015.07.006

Christophersen, K-A., Elstad, E., Juuti, K., Solhaug, T., & Turmo, T. (2017). Duration of on-campus academic engagements of student teachers in Finland and Norway. Education Inquiry, 8(2), 89–103. https://doi.org/10.1080/20004508.2016.1275194

Ciccarelli, M., Straker, L., Mathiassen, S.E., Pollock, C. (2012). Posture variation among office workers when using different information and communication technologies at work and away-from-work. https://espace.curtin.edu.au/bitstream/handle/20.500.11937/40108/203594_203594.pdf?sequence=2

DICTE (2019). Pedagogical, ethical, attitudinal and technical dimensions of digital competence in teacher education. Developing ICT in Teacher Education Erasmus+ project. https://dicte.oslomet.no/dicte/

Frønes, T. S. (2017). Å lese og navigere på nettet. En studie av elevers navigasjonsstrategier [Reading and navigating online. A study on students’ navigation strategies] [Doctoral dissertation, University of Oslo].

Georgiadou, E., Rahanu, H., Siakas, K. V., McGuinness, C., Edwards, J., Hill, A., Khan, V., Nawaz, K., Padraig, C., Ratko, J., & Ratko, K. (2018). Fake news and critical thinking in information evaluation. In WBILC2018 - Proceedings International Scientific Conference ‘Western Balkan Information Literacy’: Alternative facts, fake news, getting to the truth with information literacy, 21–22 June 2018, Bihac, Bosnia and Herzegovina.

Goundar, S. (2014). The distraction of technology in the classroom. Journal of Education & Human Development, 3(1), 211–229.

Gudmundsdottir, G. B., & Hathaway, D. M. (2020). ‘We always make it work’: Teachers’ agency in the time of crisis. Journal of Technology and Teacher Education, 28(2), 239–250. https://www.learntechlib.org/primary/p/216242/

Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231.

Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147. https://www.learntechlib.org/primary/p/216910/

Hatlevik, O. E., Egeberg, G., Gudmundsdottir, G. B., Loftsgarden, M., & Loi, M. (2013). Monitor skole 2013 [School monitor 2013]. Utdannings-direktoratet. https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/monitor-skole-2013/

HEFCE (Higher Education Funding Council for England) (2010, December 7). Enhancing learning and teaching through the use of technology: A revised approach to HEFCE’s strategy for e-learning. https://dera.ioe.ac.uk/140/1/09_12.pdf

Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567–1579. http://doi.org/10.1080/03075079.2015.1007946

Hopkins, R. (2009). Resilience thinking. Resurgence, 257(November/December), 12–15. https://transitionculture.org/wp-content/uploads/keynotes_resilience_2571.pdf

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.

Junco, R., & Cotton, S. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505–514.

Kauffman, Y., & Young, M. F. (2015). Digital plagiarism: An experimental study of the effect of instructional goals and copy-and-paste affordance. Computers & Education, 83(April), 44–56. https://doi.org/10.1016/j.compedu.2014.12.016

Kelentrić, M., Helland, K., & Arstorp, A-T. (2017). Professional digital competence framework for teachers. Utdanningsdirektoratet. https://www.udir.no/globalassets/filer/in-english/pfdk_framework_en_low2.pdf

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job

satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 101(3), 741–756.

Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001

Klassen, R., Wilson, E., Siu, A. F., Hannok, W., Wong, M. W., Wongsri, N., Sonthisap, P., Pibulchol, C., Buranachaitavee, Y., & Jansem, A. (2013). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. European Journal of Psychology of Education, 28(4), 1289–1309.

Lai, J. W. M, & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27–42. https://doi.org/10.1016/j.compedu.2019.01.010

Langford, S., Narayan, A., & Von Glahn, N. (2016). Revisiting the technology and student learning debates: Critical issues and multiple perspectives. Transformative Dialogues: Teaching and Learning Journal, 9(2),1-15. https://journals.kpu.ca/index.php/td/article/view/1051

Martins, J., Branco, F., Gonçalves, R., Au-Yong-Oliveira, M., Oliveira, T., Naranjo-Zolotov, M., & Cruz-Jesus, F. (2019). Assessing the success behind the use of education management information systems in higher education. Telematics and Informatics, 38, 182–193. https://doi.org/10.1016/j.tele.2018.10.001

McGarr, O., & McDonagh, A. (2019). Digital competence in teacher education. Output 1 of the Erasmus+-funded Developing Student Teachers’ Digital Competence (DICTE) project. https://www.researchgate.net/publication/331487411_Digital_Competence_in_Teacher_Education

McLennan, B., McIlveen, P., & Perera, H. N. (2017). Pre-service teachers’ self-efficacy mediates the relationship between career adaptability and career optimism. Teaching and Teacher Education, 63, 176–185.

Musgrove, A. T., Powers, J. R., Rebar, C. L., & Musgrove, G. J. (2018). Real or fake? Resources for teaching college students how to identify fake news. College & Undergraduate Libraries, 25(3), 243–260.

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.

Norwegian Directorate for Education and Training (2012). Framework for basic skills. https://www.udir.no/contentassets/fd2d6bfbf2364e1c98b73e030119bd38/framework_for_basic_skills.pdf

Palmer, K., Ciccarelli, M., Falmer, T., & Parsons, R. (2014). Associations between exposure to information and communication technology (ICT) and reported discomfort among adolescents. Work, 48, 165–173. http://dx.doi.org/10.3233/WOR-131609

Palm, P., Hansson, R. E., Mortimer, M., Palmerud, G., Toomingas, A., & Tornqvist, E. W. (2007). Computer use, neck and upper extremity symptoms, eyestrain and headache among female and male upper secondary school students. Scandinavian Journal of Work, Environment and Health, Supplement, 3, 33–41.

Panadero, E., & Alonso Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicología, 30(2), 450–462. https://doi.org/10.6018/analesps.30.2.167221

Peled, Y., Eshet, Y., Barczyk, C., & Grinautski, K. (2019). Predictors of academic dishonesty among undergraduate students in online and face-to-face courses. Computers & Education, 131, 49–59.

Scherer, R., & Hatlevik, O. E. (2017). ‘Sore eyes and distracted’ or ‘excited and confident’?: The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy. Computers & Education, 115, 188–200.

Selwyn, N. (2016). Digital downsides: Exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21(8), 1006–1021. http://doi.org/10.1080/13562517.2016.1213229

Simons, J., Beaumont, K., & Holland, L. (2018). What factors promote student resilience on a level 1 distance learning module? Open Learning: The Journal of Open, Distance and e-Learning, 33(1), 4–17.

Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152-160. https://doi.org/10.1016/j.tate.2017.06.006

Smith, L., Louw, Q., Crous, L., & Grimmer-Somers, K. (2008). Prevalence of neck pain and headaches: Impact of computer use and other associative factors. Cephalalgia, 29, 250-257. http://dx.doi.org/10.1111/j.1468-2982.2008.01714.x

Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use elearning technology. Computers and Education, 53(4), 1177-1187.

Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481–498). Pearson.

Ungar, M., & Liebenberg, L. (2011). Assessing resilience across cultures using mixed methods: Construction of the child and youth resilience measure. Journal of Mixed Method Research, 5(2), 126–149. https://doi.org/10.1177/1558689811400607

Voogt, J., Knezek, G., Cox, M., Knezek, D., and ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning?: A call to action. Journal of Computer Assisted Learning, 29, 4–14.

Wallace, T. (2017). Comparing the self-efficacy of dual enrollment students taking classes at the high school, at the college, and online. [Doctoral dissertation, Liberty University]. Scholars Crossing. https://digitalcommons.liberty.edu/doctoral/1367

Weller, M., & Anderson, T. (2013). Digital resilience in higher education. European Journal of Open, Distance and e-Learning, 16(1), 53–66.

Downloads

Published

2021-11-30

How to Cite

Hatlevik, O. E., Gudmundsdottir, G. B., & Rohatgi, A. (2021). Digital Downsides in Teacher Education. Nordic Journal of Comparative and International Education (NJCIE), 5(4), 123–139. https://doi.org/10.7577/njcie.4227