tandf: Journal of Digital Learning in Teacher Education: Table of ContentsTable of Contents for Journal of Digital Learning in Teacher Education. List of articles from both the latest and ahead of print issues.
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tandf: Journal of Digital Learning in Teacher Education: Table of Contentstandfen-USJournal of Digital Learning in Teacher EducationJournal of Digital Learning in Teacher Educationhttps://www.tandfonline.com/cms/asset/6160be97-0719-463c-926e-27d66b28a39d/default_cover.jpg
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Supporting preservice economics teachers in creating high-quality instructional videos
https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2245064?af=R
<a href="/toc/ujdl20/40/1">Volume 40, Issue 1</a>, January 2024, Page 4-20<br/>. <br/>Volume 40, Issue 1, January 2024, Page 4-20<br/>. <br/>Supporting preservice economics teachers in creating high-quality instructional videosdoi:10.1080/21532974.2023.2245064Journal of Digital Learning in Teacher Education2023-08-07T07:58:52ZMalte RingTaiga BrahmEconomic Education, University of Tübingen, Tübingen, GermanyJournal of Digital Learning in Teacher Education4014202024-01-02T08:00:00Z2024-01-02T08:00:00Z10.1080/21532974.2023.2245064https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2245064?af=RLiteracy teacher preparation for technology integration: A design experiment
https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2275781?af=R
<a href="/toc/ujdl20/40/1">Volume 40, Issue 1</a>, January 2024, Page 21-40<br/>. <br/>Volume 40, Issue 1, January 2024, Page 21-40<br/>. <br/>Literacy teacher preparation for technology integration: A design experimentdoi:10.1080/21532974.2023.2275781Journal of Digital Learning in Teacher Education2023-11-06T04:33:45ZPoonam AryaTanya ChristMing Ming ChiuPei Lia Teacher Education Division, Wayne State University, Detroit, MI, USAb Oakland University, Rochester, MI, USAc Education University of Hong Kong, Hong Kong, ChinaPoonam Arya is a Professor of Reading, Language, and Literature at Wayne State University. Her research interests include studying eye movements, retellings, and oral readings of children as they transact with multimodal texts; digital literacies; and collaborative discussions of videos to support teachers’ reflective practice and decision-making processes. She can be reached by email at parya@wayne.edu.Tanya Christ is a Professor of Reading and Language Arts at Oakland University. Her research focuses on early childhood vocabulary, comprehension, and digital literacies learning; issues of educational access and equity; and teacher education. She can be reached by email at christ@oakland.edu.Ming Ming Chiu is Chair Professor of Analytics and Diversity in the Special Education and Counseling Department, and Director of the Assessment Research Center, at The Education University of Hong Kong. He invented statistical discourse analysis and applied these and other advanced statistical methods to learning in educational contexts and beyond. He can be reached at mingmingchiu@gmail.com.Pei Li is a lecturer of English at Guizhou University, China and currently a post-doc fellow at Oakland University. She teaches courses related to language skills, language and culture, and intercultural communication. Her research interests include studying factors that enhance college students’ independent English as a foreign language reading, impact of virtual literature circles on Chinese students’ English reading, and factors that influence Chinese students’ intercultural communication abilities. She can be reached via email at lipei@oakland.edu.Journal of Digital Learning in Teacher Education40121402024-01-02T08:00:00Z2024-01-02T08:00:00Z10.1080/21532974.2023.2275781https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2275781?af=RAn analysis of the use of artificial intelligence in education in Spain: The in-service teacher’s perspective
https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2284726?af=R
<a href="/toc/ujdl20/40/1">Volume 40, Issue 1</a>, January 2024, Page 41-56<br/>. <br/>Volume 40, Issue 1, January 2024, Page 41-56<br/>. <br/>An analysis of the use of artificial intelligence in education in Spain: The in-service teacher’s perspectivedoi:10.1080/21532974.2023.2284726Journal of Digital Learning in Teacher Education2023-12-01T06:53:46ZHéctor Galindo-DomínguezNahia DelgadoDaniel LosadaJose-María Etxabea Department of Didactic and School Organization, University of the Basque Country UPV/EHU, Vitoria-Gasteiz, Spainb Department of Didactic and School Organization, University of the Basque Country UPV/EHU, Donostia/San Sebastian, Spainc Department of Didactics of Mathematics, Experimental Sciences, and Social Sciences, University of the Basque Country UPV/EHU, Donostia/San Sebastian, SpainHector Galindo-Domínguez is Doctor Cum Laude in Education from the University of Deusto, Master’s Degree in Innovation and Research in Education from the UNED, Master’s Degree in Prevention and Treatment of School Bullying from the University of San Jorge and Graduate in Primary Education from the UPV/EHU. He has worked as an associate lecturer in several degrees and master’s degrees in different universities, although he currently works as an assistant lecturer in the Department of Didactics and School Organization at the UPV/EHU. He combines this work with the publication of research in high impact scientific journals. His main lines of research deal with the analysis of new educational methodologies and technologies, the impact of educational research on teaching practice, the influence of personal and social variables on well-being, as well as the development of critical thinking. Finally, he has worked for years as a primary school teacher.Nahia Delgado is Doctor Cum Laude in Education from the University of Basque Country. Graduate in Primary Education (UPV/EHU) in the English minor. Official Master Degree in Development and Management of Didactic-Methodological Innovation Projects in Educational Institutions (Universidad de Mondragón). Degree in Graphic Design (Universidad Rey Juan Carlos de Madrid and INESEM). Work experience as a teacher in the Faculty of Philosophy and Anthropology (UPV/EHU). She has participated in the teaching research project “Economy and Taxes” of the Provincial Council of Gipuzkoa in the design of digital teaching materials. She has worked as a teacher for 5 years in several teacher training courses, within the “Prest_Gara” programme of the Basque Government. She is currently a researcher at the Institute for Democratic Governance (Globernance) and works as a researcher for the “Udal Etorkizuna Eraikiz” project of the Provincial Council of Gipuzkoa.Daniel Losada is PhD in Psychodidactics, Degree in Psychopedagogy and Primary Education Teacher. He currently works as Senior Lecturer in the Department of Didactics and School Organization in the Faculty of Education, Philosophy and Anthropology at the University of the Basque Country (UPV/EHU). He teaches various subjects in several degrees and postgraduate courses (UPV-EHU and UEx) related to “Educational Technology” and “Teacher Training". He has published more than half a hundred scientific publications on emerging issues in Education. He is currently a member of the Editorial Board of the Latin American Journal of Educational Technology. He has been awarded 3 five-year teaching periods and 2 six-year research periods (2008–2020) evaluated by the CNEAI. He has also obtained a positive evaluation in 3 teaching periods in the DOCENTIAZ programme (2004–2020), receiving an outstanding qualification (100 points) in the last two periods. Lastly, he has been Director of the Department of Didactics and School Organization at the UPV/EHU for four years (2013–2017).Jose María Etxabe is PhD in Psychodidactics programme (UPV/EHU), Graduate in Chemistry (Macromolecules specialty). Professor of the University School in the Faculty of Education, Philosophy and Anthropology of the UPV/EHU. He teaches subjects in the area of Didactics of Experimental Sciences both in the Degree in Primary Education (Natural Sciences in the Primary Education classroom II) and in the Master’s Degree in Teacher Training in Secondary Education (Learning and teaching Physics and Chemistry). He has published articles and communications in conferences on dielectric properties of polymeric materials and education, especially in aspects related to the learning process and teaching of Sciences (mental models, cognitive skills, cognitive-linguistic skills, methodological strategies, dialogical and directive learning in the initial training of teachers and teachers) He has recognized 6 five-year teaching periods and has also obtained positive evaluation in 3 teaching periods in the DOCENTIAZ program (2006–2022), receiving an excellent rating (100 points) in the three calls Finally, he has been deputy director, academic secretary and vice dean not in the Faculty of Education, Philosophy and Anthropology of the UPV/EHU during the years 1996, 2002–2006, 2008–2019).Journal of Digital Learning in Teacher Education40141562024-01-02T08:00:00Z2024-01-02T08:00:00Z10.1080/21532974.2023.2284726https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2284726?af=RUsing student personas when developing digital mathematics learning resources to improve teacher training
https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2291370?af=R
<a href="/toc/ujdl20/40/1">Volume 40, Issue 1</a>, January 2024, Page 57-72<br/>. <br/>Volume 40, Issue 1, January 2024, Page 57-72<br/>. <br/>Using student personas when developing digital mathematics learning resources to improve teacher trainingdoi:10.1080/21532974.2023.2291370Journal of Digital Learning in Teacher Education2023-12-12T08:29:52ZRobert WeinhandlLena KleinferchnerViktoria RieglerCarina SchobersbergerTony HoughtonZsolt LaviczaVasiliki LainaLinz School of Education, Mathematics Didactics, Johannes Kepler University, Linz, AustriaRobert Weinhandl is a post-doctoral researcher at the Linz School of Education and his research focuses on mathematics students’ characteristics and needs as well as using technologies for teaching and learning mathematics. Please address correspondence regarding this article to Robert Weinhandl, Linz School of Education, Mathematics Didactics, Johannes Kepler University, Science Park 5 S5-425, Altenberger Straße 69, Linz 4040, Austria Email: Robert.Weinhandl@gmail.com.Lena Kleinferchner is a research assistant at the Linz School of Education and her research focuses on using technologies for teaching and learning mathematics. Science Park 5 S5-415, Altenberger Straße 69, Linz 4040, Austria Email: lena.kleinferchner@jku.at.Viktoria Riegler is a research assistant at the Linz School of Education and her research focuses on using technologies for teaching and learning mathematics. Science Park 5 S5-415, Altenberger Straße 69, Linz 4040, Austria. Email: viktoria.riegler@jku.at.Carina Schobersberger is a research assistant at the Linz School of Education and her research focuses on using technologies for teaching and learning mathematics. Science Park 5 S5-415, Altenberger Straße 69, Linz 4040, Austria. Email: carina.schobersberger@jku.at.Tony Houghton is a visiting professor at the Linz School of Education and his research focuses on using technology in STEAM education. Science Park 5 S5-415, Altenberger Straße 69, Linz 4040, Austria, Email: Ajh249@gmail.com.Zsolt Lavicza is a full professor at the Linz School of Education and his research focuses on using technology in STEAM education. Science Park 5 S5-409, Altenberger Straße 69, Linz 4040, Austria. Email: zsolt.lavicza@jku.at.Vasiliki Laina is a post-doctoral researcher at the Linz School of Education and her research focuses on mathematical argumentation, collaborative learning and educational technologies. Science Park 5 S5-425, Altenberger Straße 69, Linz 4040, Austria. Email: Vasiliki.Laina@jku.at.Journal of Digital Learning in Teacher Education40157722024-01-02T08:00:00Z2024-01-02T08:00:00Z10.1080/21532974.2023.2291370https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2291370?af=RForty years of JDLTE: A heritage of vision, commitment and scholarship
https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2291946?af=R
<a href="/toc/ujdl20/40/1">Volume 40, Issue 1</a>, January 2024, Page 2-3<br/>. <br/>Volume 40, Issue 1, January 2024, Page 2-3<br/>. <br/>Forty years of JDLTE: A heritage of vision, commitment and scholarshipdoi:10.1080/21532974.2023.2291946Journal of Digital Learning in Teacher Education2024-01-04T04:39:25ZAnn D. ThompsonDenise A. Schmidt-CrawfordDenise L. Lindstroma Iowa State Universityb West Virginia UniversityJournal of Digital Learning in Teacher Education401232024-01-02T08:00:00Z2024-01-02T08:00:00Z10.1080/21532974.2023.2291946https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2291946?af=RImproving pre-service teachers’ argumentation skills: A holistic online scaffolding design approach
https://www.tandfonline.com/doi/full/10.1080/21532974.2024.2320440?af=R
. <br/>. <br/>Improving pre-service teachers’ argumentation skills: A holistic online scaffolding design approachdoi:10.1080/21532974.2024.2320440Journal of Digital Learning in Teacher Education2024-02-28T08:31:59ZBeyza Ucar-LongfordAnesa HoseinMarion HeronSurrey Institute of Education, University of Surrey, Guildford, UKBeyza Ucar-Longford is currently a PhD student at Surrey Institute of Education. She holds her bachelors’ degree and master degree from Hacettepe University in Computer Education and Instructional Technology. Her research interests lie understanding and examining the use of technology to support the development of thinking skills such as argumentation in teacher education context.Dr Anesa Hosein is an Associate Professor in Higher Education at the Surrey Institute of Education. Her research centers around the pathways of young people and academics into, within and out of higher education particularly those with marginalized identities and in STEM disciplines.Marion Heron is Associate Professor in Educational Linguistics at the University of Surrey. She researches and publishes in the areas of classroom discourse and classroom interaction, genre, educational dialogue, and academic speaking.Journal of Digital Learning in Teacher Education12110.1080/21532974.2024.2320440https://www.tandfonline.com/doi/full/10.1080/21532974.2024.2320440?af=RReal needs, tailored solutions: Developing customized online professional development programs for teachers—A case study
https://www.tandfonline.com/doi/full/10.1080/21532974.2024.2325972?af=R
. <br/>. <br/>Real needs, tailored solutions: Developing customized online professional development programs for teachers—A case studydoi:10.1080/21532974.2024.2325972Journal of Digital Learning in Teacher Education2024-03-11T06:04:56ZGökhan HınızAysun Yavuza Foreign Languages Department, School of Foreign Languages, Çanakkale Onsekiz Mart University, Çanakkale, Turkeyb English Language Teaching Department, Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, TurkeyGökhan Hınız (PhD) is an English as a Foreign Language instructor at Çanakkale Onsekiz Mart University, Türkiye. He has extensive experience in teaching, curriculum and material development, testing, departmental leadership, and coordinating professional development events at universities in Türkiye. He is currently working in the foreign languages department at Çanakkale Onsekiz Mart University. His research focuses on student engagement and teacher professional development within the field of ELT. Please address correspondence regarding this article to Gökhan Hınız, Foreign Languages Department, School of Foreign Languages, Çanakkale Onsekiz Mart University, Çanakkale, 17020, Turkey. E-mail: gokhanhiniz@gmail.com; ghiniz@comu.edu.trAysun Yavuz (PhD) is an English Language Teaching (ELT) professor at Çanakkale Onsekiz Mart University, Türkiye. Her research focuses on teacher education, reflective teaching, global issues in language education, and active learning. She has published numerous articles and book chapters, served on editorial boards for academic journals, and presented at international conferences. She has also held administrative roles, including director of the School of Foreign Languages and head of the Department of English Language Teaching.Journal of Digital Learning in Teacher Education11810.1080/21532974.2024.2325972https://www.tandfonline.com/doi/full/10.1080/21532974.2024.2325972?af=R