ICT instructors’ sense of empowerment and viewpoint on the implementation of a national ICT program

Avidov-Ungar, Orit; Nagar, Noga Magen

doi:10.1007/s40692-015-0030-5

Cited by 7 publications

(3 citation statements)

References 26 publications

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“…This questionnaire has been used in earlier studies among teachers in the same language and context as those of the current study (e.g. Magen-Nagar and Avidov-Ungar, 2014; Avidov-Ungar and Magen-Nagar, 2015).…”

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confidence: 99%

Teacher perceptions of empowerment and promotion during reforms

Avidov-Ungar

Elyashiv

2018

IJEM

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Purpose The purpose of this paper is to describe the relationship between teachers’ professional role, their sense of empowerment, and their attitudes toward managerial promotion (career development) following the implementation of educational forms. Design/methodology/approach The study was conducted in Israel in 2015 and included 663 teachers, 250 elementary school teachers and 413 middle or high school teachers. A questionnaire and statistical analyses (ANOVA, multivariate analysis, and correlations) examined the attitudes of teachers in one of four professional roles toward managerial promotion (their desire for future promotion and sense of organizational fairness). This was compared with their sense of empowerment (comprising feeling respected, professional growth, influence, autonomy, self-efficacy, and decision making), while controlling for their demographic and professional backgrounds. Findings Four-fifths of teachers were interested in pursuing managerial promotion and they perceived the promotion process as moderately fair. The greater teachers’ sense of empowerment, the greater their desire for future promotion and their belief in the fairness of the promotional process. Teachers currently holding a leadership position expressed the strongest sense of empowerment. Practical implications The study presents a multivariate model to predict teachers’ attitudes to managerial promotion on the basis of their professional role and sense of empowerment. The findings have implications for educational policy-making, particularly where there is a national focus on increasing school autonomy. Originality/value The findings will contribute to local and international research on teacher empowerment and career development.

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confidence: 99%

Teacher perceptions of empowerment and promotion during reforms

Avidov-Ungar

Elyashiv

2018

IJEM

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“…In this era of ICT explosion, every moment, all walks of life are likely to undergo reform, and various emerging technologies are emerging at any time. Therefore, the personnel training program of each specialty should be adjusted in time, and then the reform of teaching content is about to come out [3]. Thus, the integration of ICT into the process of education has added new connotations to the teaching content.…”

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confidence: 99%

On the In-depth Integration of ICT with Present Education

Zhao¹,

Kong²,

Kong³

2019

dtem

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With the rapid development of ICT and its continuous penetration into the field of education, the importance of educational informatization in the process of educational reform and development has become increasingly prominent. ICT has a revolutionary impact on the development of education. It is a strategic choice to comprehensively drive the modernization of education by informatization of education in order to meet the challenges of educational development in the information age. ICT not only has broken new ground in the models of traditional education, but also provide effective means of teaching and learning. This paper will improve the effectiveness of contemporary education as the starting point and the foothold, expound the new changes brought by ICT for education, and analyze the practical problems faced by the deep integration of ICT and education. On this basis, measures to promote the integration of ICT and education have been proposed, such as improving relevant planning, innovating teaching and learning modes, strengthening the construction of educational resources, and continuously improving the coordinated promotion system of multi-participation.

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“…TPACK emerged as a clear and valuable construct for researchers investigating technology integration in learning and teaching (Chen & Jang, 2014;Martin, 2015, p. 20;Avidov-Ungar & Nagar, 2015;El Fadil, 2015;Somera, 2018). The first-generation TPACK model focused on describing the construct.…”

Section: Tpack Modelmentioning

confidence: 99%

An investigation of the relationship between self-efficacy levels and technology integration and technological pedagogical content knowledge (TPACK) among contingent faculty at Tuskegee University

Price Sampson

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This exploratory study investigated Tuskegee University contingent faculty's integration of technology in instruction, their knowledge of tech-related pedagogy, and self-efficacy regarding learning and integrating technology in the classroom. The data consisted of eight thematic interviews with items derived from the modified HE-TPACK and self-efficacy questionnaires. HE-TPACK is a framework and an instrument to measure the level of technology integration into instruction. It provides insight into how practices and training aspects from the technology content knowledge (TCK), pedagogical knowledge (PK), and technology knowledge (TK) domains interrelate with self-efficacy levels. The results identified several knowledge domains in the HE-TPACK model that were associated with self-efficacy beliefs about technology integration. The eight "second-careerer's" results also indicated that HE-TPACK competencies and learning-centered pedagogy were necessary but insufficient conditions for transformation levels for technology integration for instruction. These "career enders" sought higher education because of the proximity to the student fulfilling their formal positions in the contingent faculty field (Cruz & Shoulder, 2013). The findings of this study are informative to contingent faculty at Tuskegee University, who hope to improve their use of technology in instruction through the LMS, and to leadership to determine more effective ways to support contingent faculty technological needs.

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ICT instructors’ sense of empowerment and viewpoint on the implementation of a national ICT program

Cited by 7 publications

References 26 publications

Teacher perceptions of empowerment and promotion during reforms

Teacher perceptions of empowerment and promotion during reforms

On the In-depth Integration of ICT with Present Education

An investigation of the relationship between self-efficacy levels and technology integration and technological pedagogical content knowledge (TPACK) among contingent faculty at Tuskegee University

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