Pirjo Kulju, Elina Hämäläinen, Marita Mäkinen, Eija Räikkönen and Carita Kiili studied pre-service teachers’ (N = 169) abilities to evaluate and justify the credibility of online texts on learning styles. Two of the evaluated texts were more credible and two less credible. The results showed that pre-service teachers were able to distinguish more credible texts from less credible ones. However, they struggled with justifying the credibility. It was also found that pre-service teachers’ inaccurate prior beliefs about learning styles impeded questioning the less credible texts.
The researchers suggest that teacher education should provide opportunities for pre-service teachers to deepen their critical online reading skills. This would support future teachers’ abilities to model text evaluation strategies to their students, provide them constructive feedback, and engage in high-quality reasoning about credibility with their students.
The article is published in Frontiers in Education, in Teacher Education section: https://doi.org/10.3389/feduc.2024.1451002
Soledad Magnone explored what is digital education. Her systematic review consisted of 66 scientific articles which were written in English and available after 2014. Her analysis reflects upon: (1) digital education’s key features, (3) its underpinning contextual factors, and (3) references to fundamental dimensions of critical digital education.
The article is published in Seminar.net: https://journals.oslomet.no/index.php/seminar/article/view/5784