[{"status":"public","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>In an era marked by the widespread use of digital technology, educators face the need to constantly learn and develop their own new literacies for the information era, as well as their competencies to teach and apply best practices using technologies. This paper underscores the vital role of ongoing teacher professional learning (OTPL) with a focus on reflective practices and pedagogical reasoning and action (PR&amp;A) in shaping education quality and equity. Examining three key drivers of educational transformation—big data and learning analytics, Artificial Intelligence (AI), and shifting teacher identities—the paper explores their overall impact on teacher practices. This paper emphasizes technology as a crucial boundary object, a catalyst of educational transformation, when used to foster communication and professional growth. To this end, three boundary objects are identified, namely dashboards, AI-driven professional learning environments, and digital communities of practice. These tools illustrate technology’s capacity to mediate relationships between transformative educational drivers and teacher practices, offering a pathway to navigate shifting perspectives on OTPL. With a theoretical foundation in equitable education, the paper provides insights into the intricate relationship between boundary objects and evolving educational dynamics. It highlights technology's pivotal role in achieving both quality and equitable education in the contemporary educational landscape. It presents a nuanced understanding of how specific tools may contribute to effective OTPL amid rapid educational transformations.</jats:p>","lang":"eng"}],"type":"journal_article","publication":"Technology, Knowledge and Learning","language":[{"iso":"eng"}],"user_id":"48921","_id":"55625","citation":{"apa":"Trevisan, O., Christensen, R., Drossel, K., Friesen, S., Forkosh-Baruch, A., &#38; Phillips, M. (2024). Drivers of Digital Realities for Ongoing Teacher Professional Learning. <i>Technology, Knowledge and Learning</i>. <a href=\"https://doi.org/10.1007/s10758-024-09771-0\">https://doi.org/10.1007/s10758-024-09771-0</a>","bibtex":"@article{Trevisan_Christensen_Drossel_Friesen_Forkosh-Baruch_Phillips_2024, title={Drivers of Digital Realities for Ongoing Teacher Professional Learning}, DOI={<a href=\"https://doi.org/10.1007/s10758-024-09771-0\">10.1007/s10758-024-09771-0</a>}, journal={Technology, Knowledge and Learning}, publisher={Springer Science and Business Media LLC}, author={Trevisan, O. and Christensen, R. and Drossel, Kerstin and Friesen, S. and Forkosh-Baruch, A. and Phillips, M.}, year={2024} }","mla":"Trevisan, O., et al. “Drivers of Digital Realities for Ongoing Teacher Professional Learning.” <i>Technology, Knowledge and Learning</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s10758-024-09771-0\">10.1007/s10758-024-09771-0</a>.","short":"O. Trevisan, R. Christensen, K. Drossel, S. Friesen, A. Forkosh-Baruch, M. Phillips, Technology, Knowledge and Learning (2024).","ama":"Trevisan O, Christensen R, Drossel K, Friesen S, Forkosh-Baruch A, Phillips M. Drivers of Digital Realities for Ongoing Teacher Professional Learning. <i>Technology, Knowledge and Learning</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s10758-024-09771-0\">10.1007/s10758-024-09771-0</a>","chicago":"Trevisan, O., R. Christensen, Kerstin Drossel, S. Friesen, A. Forkosh-Baruch, and M. Phillips. “Drivers of Digital Realities for Ongoing Teacher Professional Learning.” <i>Technology, Knowledge and Learning</i>, 2024. <a href=\"https://doi.org/10.1007/s10758-024-09771-0\">https://doi.org/10.1007/s10758-024-09771-0</a>.","ieee":"O. Trevisan, R. Christensen, K. Drossel, S. Friesen, A. Forkosh-Baruch, and M. Phillips, “Drivers of Digital Realities for Ongoing Teacher Professional Learning,” <i>Technology, Knowledge and Learning</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s10758-024-09771-0\">10.1007/s10758-024-09771-0</a>."},"year":"2024","publication_status":"published","publication_identifier":{"issn":["2211-1662","2211-1670"]},"doi":"10.1007/s10758-024-09771-0","title":"Drivers of Digital Realities for Ongoing Teacher Professional Learning","date_created":"2024-08-19T06:22:17Z","author":[{"first_name":"O.","full_name":"Trevisan, O.","last_name":"Trevisan"},{"first_name":"R.","last_name":"Christensen","full_name":"Christensen, R."},{"full_name":"Drossel, Kerstin","id":"48921","last_name":"Drossel","first_name":"Kerstin"},{"full_name":"Friesen, S.","last_name":"Friesen","first_name":"S."},{"last_name":"Forkosh-Baruch","full_name":"Forkosh-Baruch, A.","first_name":"A."},{"full_name":"Phillips, M.","last_name":"Phillips","first_name":"M."}],"date_updated":"2024-08-19T06:33:34Z","publisher":"Springer Science and Business Media LLC"},{"issue":"2","year":"2021","date_created":"2023-01-18T16:10:52Z","publisher":"Springer Science and Business Media LLC","title":"Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade","publication":"Technology, Knowledge and Learning","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>The range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.</jats:p>"}],"language":[{"iso":"eng"}],"keyword":["Computer Science Applications","Human-Computer Interaction","Education","Mathematics (miscellaneous)"],"publication_identifier":{"issn":["2211-1662","2211-1670"]},"publication_status":"published","intvolume":"        26","page":"383-405","citation":{"ama":"Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. <i>Technology, Knowledge and Learning</i>. 2021;26(2):383-405. doi:<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>","ieee":"S. Seifert, “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade,” <i>Technology, Knowledge and Learning</i>, vol. 26, no. 2, pp. 383–405, 2021, doi: <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>.","chicago":"Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” <i>Technology, Knowledge and Learning</i> 26, no. 2 (2021): 383–405. <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">https://doi.org/10.1007/s10758-021-09490-w</a>.","apa":"Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. <i>Technology, Knowledge and Learning</i>, <i>26</i>(2), 383–405. <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">https://doi.org/10.1007/s10758-021-09490-w</a>","mla":"Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” <i>Technology, Knowledge and Learning</i>, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp. 383–405, doi:<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>.","bibtex":"@article{Seifert_2021, title={Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}, volume={26}, DOI={<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>}, number={2}, journal={Technology, Knowledge and Learning}, publisher={Springer Science and Business Media LLC}, author={Seifert, Susanne}, year={2021}, pages={383–405} }","short":"S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405."},"volume":26,"author":[{"first_name":"Susanne","last_name":"Seifert","id":"97270","full_name":"Seifert, Susanne"}],"date_updated":"2023-01-18T16:45:42Z","doi":"10.1007/s10758-021-09490-w","type":"journal_article","status":"public","department":[{"_id":"645"}],"user_id":"97270","_id":"37443"}]