---
_id: '55625'
abstract:
- lang: eng
  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>
author:
- first_name: O.
  full_name: Trevisan, O.
  last_name: Trevisan
- first_name: R.
  full_name: Christensen, R.
  last_name: Christensen
- first_name: Kerstin
  full_name: Drossel, Kerstin
  id: '48921'
  last_name: Drossel
- first_name: S.
  full_name: Friesen, S.
  last_name: Friesen
- first_name: A.
  full_name: Forkosh-Baruch, A.
  last_name: Forkosh-Baruch
- first_name: M.
  full_name: Phillips, M.
  last_name: Phillips
citation:
  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>
  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} }'
  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>.'
  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).
date_created: 2024-08-19T06:22:17Z
date_updated: 2024-08-19T06:33:34Z
doi: 10.1007/s10758-024-09771-0
language:
- iso: eng
publication: Technology, Knowledge and Learning
publication_identifier:
  issn:
  - 2211-1662
  - 2211-1670
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Drivers of Digital Realities for Ongoing Teacher Professional Learning
type: journal_article
user_id: '48921'
year: '2024'
...
---
_id: '37443'
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>'
author:
- first_name: Susanne
  full_name: Seifert, Susanne
  id: '97270'
  last_name: Seifert
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>
  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>
  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}
    }'
  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>.'
  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>.'
  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>.
  short: S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405.
date_created: 2023-01-18T16:10:52Z
date_updated: 2023-01-18T16:45:42Z
department:
- _id: '645'
doi: 10.1007/s10758-021-09490-w
intvolume: '        26'
issue: '2'
keyword:
- Computer Science Applications
- Human-Computer Interaction
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 383-405
publication: Technology, Knowledge and Learning
publication_identifier:
  issn:
  - 2211-1662
  - 2211-1670
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks
  in Fourth and Sixth Grade
type: journal_article
user_id: '97270'
volume: 26
year: '2021'
...