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- Garvis, Susanne, 1981, et al.
(author)
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Self-Belief and Confidence to Teach Arts and Digital Technology in K-6 Classrooms: Perspectives from Pre-Service Teachers
- 2015
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In: Revolutionizing Arts Education in K-12 Classrooms through Technological Integration. - United States : IGI GLobal. - 9781466682719 ; , s. 106-124
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Book chapter (peer-reviewed)abstract
- Teacher self-efficacy is an important motivational construct that informs actions associated with teaching. Teacher self-efficacy develops during teacher education. Highly effective teacher education is able to support and enhance self-efficacy. Variation however can occur for a number of reasons. In the case of digital technology and the arts, teacher self-efficacy informs perceived levels of competence in teaching students. This chapter reports on the current levels of teacher self-efficacy of pre-service teachers at three Australian universities. Dance, drama, music, media, visual arts and digital technology were explored. Findings highlight that the different cohorts had different levels of perceived competence. Such findings are important for teacher education and also the professional development of teachers for arts and digital technology education.
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Understanding digital technologies and young children
- 2015
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Editorial collection (other academic/artistic)abstract
- Understanding Digital Technologies and Young Children explores the possibilities digital technology brings to enhance the learning and developmental needs of young children. Globally, the role of technology is an increasingly important part of everyday life. In many early childhood education frameworks and curricula around the world, there is an expectation that children are developing skills to become effective communicators and are using digital technology to investigate their ideas and represent their thinking. This means that educators throughout the world are expected to actively enhance children's learning in ways that provide learning experiences with technology that are balanced and purposeful to allow the transformation of traditional authentic learning experiences. Digital technologies can be used to explore, manipulate, discover, play and interact with real and imaginative worlds to allow active meaning making. With a wide range of expert contributors, this book provides a comprehensive examination of the current research on technology and young children and the importance of engagement for learning. This approach encourages the reader to rethink the possibilities and potential of digital technologies for learning in the early years, especially in the years before formal schooling when children might be attending early childhood settings. This will be a valuable reference for anyone looking for an international perspective on digital technology and young children, and is particularly aimed at current and future teachers.
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