Evolution of Teachers’ Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?

Ottenbreit-Leftwich, Anne; Liao, Yin-Chan; Sadık, Olgun; Ertmer, Peggy A.

doi:10.1080/15391523.2018.1487350

Cited by 90 publications

(69 citation statements)

References 38 publications

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“…In addition, in-service trainings were held and web platforms were created for teachers within the project to ensure integration of technology in their lessons and to create e-content (MoNE, 2020). Previous studies indicate that the external barriers to the use of technology in education have been considerably overcome thanks to the projects, such as FATIH, that are carried out in many countries; however, the internal barriers still have a deterministic effect within this process (Ertmer et al, 2012;Göktaş, Gedik & Baydaş, 2013;Ottenbreit-Leftwich, Liao, Sadik & Ertmer, 2018). Therefore, it is important to determine the way teachers use technology as well as their opinions and attitudes towards technology in order to ensure effective use of technology in mathematics education.…”

Section: Introductionmentioning

confidence: 99%

Opinions and Attitudes of Secondary School Mathematics Teachers Towards Technology

Ardıç

2021

Participatory Educational Research

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The literature on the barriers encountered in the use of technology in education indicates that the internal barriers have a deterministic effect within this process. Therefore, it is important to determine the way teachers use technology as well as their opinions and attitudes towards technology in order to ensure effective use of technology in mathematics education. This study aims to determine the opinions and attitudes of secondary school mathematics teachers towards using technology in mathematics education. The convergent parallel design of a mixed methods study was used. The study included the participation of 57 teachers, who were determined on a voluntary basis using the convenience sampling method, from 22 different high schools in Turkey. A written opinion form and The Scale of Attitudes Towards Technology were used as data collection tools. The qualitative data obtained were analysed using descriptive and content analysis methods; quantitative data were analysed using multivariate analysis of variance. It was understood that the participants often used only smartboards in their lessons and they preferred teacher-centred classroom applications, which did not involve the hardware and software that allowed student interaction. It was found that the attitudes of mathematics teachers towards technology were “positive” which had a positive effect on using technology in lessons. It was observed that the attitudes of teachers towards technology did not change according to the training they received on using technology in lessons. It was concluded that the attitudes of teachers differed significantly across the scale or in various factors according to their age, the frequency of technology use in their lessons, the variety of hardware and software they use, and their opinions about the use of technology by the students. It can be argued that the positive attitudes of teachers towards technology had a positive effect on using technology in lessons.

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Section: Introductionmentioning

confidence: 99%

Opinions and Attitudes of Secondary School Mathematics Teachers Towards Technology

Ardıç

2021

Participatory Educational Research

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“…De acuerdo con Ottenbreit et al (2018) la investigación futura debería centrarse en desarrollar asociaciones estrechamente vinculantes de investigación-práctica para identificar los mejores mecanismos para apoyar el crecimiento de los docentes frente a las nuevas tecnologías. De similar tendencia es lo expuesto por Ocaña et al (2018) lo señalan al referirse que la vanguardia que se genere en el campo del desarrollo de las capacidades digitales docentes sustentadas en las nuevas tecnologías brindará un salto cualitativo acorde a la exigencia imperante por el sistema global de producción.…”

Section: Conclusionesunclassified

La competencia digital en el docente universitario

Ocaña-Fernández

Valenzuela-Fernández

Morillo-Flores

2020

PyR

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Las competencias digitales en el quehacer de la educación superior es un campo muy fecundo que está en constante desarrollo debido a la adecuación de los docentes frente a la demanda de las tecnologías de la información y comunicación y su impacto en el campo educacional. El presente artículo aborda el panorama actual y su dinámica frente a los requerimientos que el docente deberá de desarrollar y las perspectivas de la universidad y los estudiantes. Por otro lado, se aborda la perspectiva de las nuevas tendencias en relación con el panorama los entornos virtuales de aprendizaje y su vinculación en la educación universitaria. Se presenta, además, una discusión final sobre las posibilidades del desarrollo de las competencias en el quehacer académico superior.

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“…Literature review revealed a wide range of research findings, in different educational contexts, which show that teachers need to integrate their educational design knowledge and skills in order to integrate digital technologies in their instruction, i.e. to facilitate and enhance students' learning in both, physical and online, classrooms (for example [8][9][10]. Additionally, in their literature review Pulham & Graham addressed similarities and differences in digital technology integration, blended learning and fully online teaching, as well as teaches' abilities necessary for these different education modes [11].…”

Section: Introductionmentioning

confidence: 99%

Rapid Design and Implementation of a Teacher Development MOOC About Emergency Remote Teaching During the Pandemic

Jimoyiannis

Koukis

Tsiotakis

2021

Communications in Computer and Information Science

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The pandemic of COVID-19 forced K-12 schools worldwide to transfer their educational programs from in-person instruction to remote online teaching. Teachers faced a range of difficulties towards providing remote teaching and integrating e-learning tools in their practices. This paper reports on a study concerning the rapid design and implementation of a MOOC to support primary and secondary education teachers in Greece towards using online tools in their remote instruction during the pandemic of COVID-19. The design framework and the implementation procedure of this particular MOOC are presented. The preliminary findings of a survey concerning 171 teachers who responded to an online questionnaire after completing this MOOC, are also presented. The results revealed teachers' satisfaction with regards to their personal outcomes and achievements, in terms of abilities to apply online instructional practices in their remote classrooms. The majority of the participants considered that this MOOC was an efficient environment to enhance their pedagogical knowledge and e-learning design skills necessary to provide remote instruction during the pandemic.

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Evolution of Teachers’ Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?

Cited by 90 publications

References 38 publications

Opinions and Attitudes of Secondary School Mathematics Teachers Towards Technology

Opinions and Attitudes of Secondary School Mathematics Teachers Towards Technology

La competencia digital en el docente universitario

Rapid Design and Implementation of a Teacher Development MOOC About Emergency Remote Teaching During the Pandemic

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