A Model for Developing the Professional Competence of Future Teachers Based on Digital Mindfulness and Digital Wellbeing
Keywords:
Digital Mindfulness, Digital Wellbeing, Professional Competence, Teacher, Digital Environment, Pedagogy, Stress Management, EffectivenessAbstract
This article analyzes a model for developing professional competence of future teachers based on digital mindfulness and digital wellbeing. It highlights effective activity in digital environments, stress management, and improving pedagogical effectiveness.
References
[1] J. Aagaard, “Beyond the rhetoric of tech addiction: Why we should be discussing tech habits instead (and how),” Phenomenology and the Cognitive Sciences, vol. 20, pp. 559–572, 2021.
[2] K. Abhari, M. Klase, F. Koobchehr, F. Olivares, M. Pesavento, L. Sosa, and I. Vaghefi, “Toward a theory of digital mindfulness: A case of smartphone-based self-monitoring,” in Lecture Notes in Computer Science, vol. 12783, 2021, pp. 549–561.
[3] K. Abhari and I. Vaghefi, “Screen time and productivity: An extension of goal-setting theory to explain optimum smartphone use,” AIS Transactions on Human-Computer Interaction, vol. 14, no. 4, 2022.
[4] A. Açikgöz, G. P. Latham, and F. Acikgoz, “Mediation of scenario planning on the reflection-performance relationship in new product development teams,” Journal of Business and Industrial Marketing, vol. 36, no. 2, pp. 256–268, 2021.
[5] Y. Amichai-Hamburger, Technology and Well-Being: Designing the Future. Cambridge, U.K.: Cambridge University Press, 2009.
[6] Y. Amichai-Hamburger and A. Furnham, “The positive net,” Computers in Human Behavior, vol. 23, no. 2, pp. 1033–1045, 2007.
[7] M. Anderson and J. Jiang, Teens, Social Media & Technology 2018. Washington, DC, USA: Pew Research Center, 2018.
[8] N. S. Barus and D. Siregar, “Literature review: The effectiveness of classic music therapy towards auditory hallucination in schizophrenia patient,” Nursing Current Journal, vol. 7, no. 2, p. 48, 2020.
[9] N. K. Baym, Personal Connections in the Digital Age. Cambridge, U.K.: Polity Press, 2010.
[10] K. W. Beard, “Internet addiction: A review of current assessment techniques and potential assessment questions,” CyberPsychology & Behavior, vol. 8, no. 1, pp. 7–14, 2005.
[11] A. Beattie and M. S. Daubs, “Framing digital well-being as a social good,” First Monday, vol. 25, 2020.
[12] M. A. Bekalu, R. F. McCloud, and K. Viswanath, “Association of social media use with social well-being, positive mental health, and self-rated health,” Health Education & Behavior, vol. 46, no. 2S, pp. 69S–80S, 2019.
[13] V. Bell, D. V. M. Bishop, and A. K. Przybylski, “The debate over digital technology and young people,” BMJ, vol. 351, p. h3064, 2015.
[14] A. A. Bennett, E. D. Campion, K. R. Keeler, and S. K. Keener, “Videoconference fatigue? Exploring changes in fatigue after videoconference meetings during COVID-19,” Journal of Applied Psychology, vol. 106, no. 3, pp. 330–344, 2021.
[15] I. Beyens, J. L. Pouwels, I. I. van Driel, et al., “The effect of social media on well-being differs from adolescent to adolescent,” Scientific Reports, vol. 10, no. 1, p. 10763, 2020.
[16] C. M. Díaz-Caneja, J. Martín-Babarro, R. Abregú-Crespo, et al., “Efficacy of a web-enabled, school-based preventative intervention to reduce bullying and improve mental health in children and adolescents,” Frontiers in Pediatrics, vol. 9, p. 628984, 2021.
[17] M. Harrer, J. Apolinário-Hagen, L. Fritsche, et al., “Effect of an internet- and app-based stress intervention compared to online psychoeducation in university students with depressive symptoms,” Internet Interventions, vol. 24, 2021.
[18] S. R. Hosseini, N. G. Pirkashani, M. Z. Farahani, S. Z. Farahani, and R. Nooripour, “Predicting hallucination proneness based on mindfulness in university students: The mediating role of mental distress,” Community Mental Health Journal, vol. 57, no. 2, pp. 203–211, 2021.
