Research Article
Ioannis Katsenos, Spyridon Papadakis, Christos Pierrakeas
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep696
ABSTRACT
We used data from a training program involving a large group of informatics schoolteachers who were trained in the learning activity management system (LAMS) using team-based learning methodology. Extending previous work, we introduced a numerical indicator for the peer evaluations that everyone performed on their peers in their group by introducing the improved project contribution score (IPCS). This way we quantified and summarized the feedback received by individuals within the teams by their colleagues. In parallel, time spent on activities’ sequences in LAMS was used as an objective indicator of learner engagement and its relation to IPCS was examined at different levels. While there was observed only a negligible negative correlation at the total sample level, using generalized linear mixed models and generalized additive mixed models, random forest, and clustering, we identified that team membership and team size were the dominant explanatory factors and showed that cluster-based profiles (high-time/average-IPCS, low-time/high-IPCS, low-time/low-IPCS) exist at deeper level. This could be a useful insight for the trainer as it can serve to identify differentiated support strategies to be applied to team members, especially if applied in a formative way. Finally, the application of peer evaluation and engagement within LAMS-supported group work fills in a sectoral gap, and our article applies patterns reported mainly in university coursework to competency-based, practice-oriented training programs.
Keywords: individual contribution, teamwork, objective evaluation, trainee engagement, lifelong learning
Research Article
Ana María Ortiz Colón, Tomás Izquierdo Rus, Javier Rodríguez Moreno, Miriam Agreda Montoro
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep439
ABSTRACT
Research has proven that TPACK model can significantly contribute to teachers’ training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model.
Keywords: TPACK, teacher training, primary education, child education, educational technology, lifelong learning