Developing Digital Collaboration Skills of Elementary School Pre-Service Teachers of English Using Bloom's Taxonomy

Abstract

Lockdown due to COVID-19 has rapidly increased the level of digitalization of higher education. The chapter dwells on the way how the TPACK framework enhanced by the development of digital skills and Bloom's taxonomy influence pre-service elementary school teacher's academic success rate, as well as their perceptions of preparedness to implement digital collaboration instructional strategies in teaching elementary school students. The study was set at Borys Grinchenko Kyiv University (Ukraine) in 2020-2022 academic years. Pre-service elementary school students (n=64), enrolled in two courses participated in the study. The study is mixed-method sequential explanatory design. The quantitative analysis of grades was followed by qualitative analysis of students' self-assessment and feedback. The data shows an increase in the student success rate and their interest towards implementing the digital technologies in their own practice. Further work needs to be done to disseminate an effective complex of activities for developing pre-service teachers' collaboration skills using specific digital tools.