Mediating factors that influence the technology integration practices of teacher educators

Nelson, Michael J.; Voithofer, Rick; Cheng, Sheng‐Lun

doi:10.1016/j.compedu.2018.09.023

Cited by 119 publications

(95 citation statements)

References 43 publications

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“…However, different subject areas would vary in their use of technology, hence the significant TK scores between the two faculties. Two studies on primary/secondary teachers also found that subject area has a moderating effect to TPACK scores (Jang and Tsai 2012;Nelson, Voithofer, and Cheng 2019).…”

Section: Literature Reviewmentioning

confidence: 95%

Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution

Fabian

Clayes

Kelly

2019

Research in Learning Technology

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Demand for blended and online learning environments is increasing and concurrent with this is the changing competencies required for teachers to be able to facilitate learning in both face-to-face and virtual space. The Technological Pedagogical Content Knowledge (TPACK) is a measure of teachers pedagogical, content and technical knowledge and their skill to embed technology in practice. Using the TPACK framework, this study explores the relationship between technical skills, learning design and how these relate to pedagogy. The study also investigates how TPACK varies by subject area, teaching qualification, and employment. A survey of 112 lecturers from a multi-campus university was conducted. We found that lecturers who have high TPACK tend to use more varied and interactive learning activities. TPACK did not significantly vary by subject area. It did not also vary between those who received a few trainings over the past year in comparison to those who didn't. However, significant differences in TPACK were found in terms of nature of employment and teaching qualification in higher education. These findings suggest that there is a need to provide a varied approach to develop staff competencies.

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Section: Literature Reviewmentioning

confidence: 95%

Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution

Fabian

Clayes

Kelly

2019

Research in Learning Technology

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“…über den Einsatz von digitalen Technologien in pädagogischen Kontexten (z. B. Taimalu & Luik, 2019;Voithofer et al, 2019) wichtig für die erfolgreiche Integration von digitalen Medien in der Lehre sind. Es könnte sich also -ähnlich wie bei Lehrkräft en (Knezek & Christensen, 2019;Petko, 2012) -bei den Faktoren, die die Integration von digitalen Medien in die Lehre begünstigen, um ein Zusammenspiel aus einer positiven Einstellung, hohen Kompetenzen sowie einer ausreichenden technischen Ausstattung und Infrastruktur handeln.…”

Section: Diskussionunclassified

Lehrerausbildende als Akteure für die Digitalisierung in der Lehrerbildung: Ein Review

Capparozza¹,

Irle²

2020

Bildung Im Digitalen Wandel: Die Bedeutung Für Das Pädagogische Personal Und Für Die Aus- Und Fortbildung

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Bibliografi sche Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografi e; detaillierte bibliografi sche Daten sind im Internet über http://dnb.dnb.de abrufb ar. Dieses Projekt wird aus Mitteln des Bundesministeriums für Bildung und Forschung unter dem Förderkennzeichen 01JD1800B gefördert. Die Verantwortung für den Inhalt dieser Veröff entlichung liegt bei den Autorinnen und Autoren.

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“…Early childhood educators' internet preferences have been found to affect their behavioral intentions regarding internetrelated activities in the classroom (Nelson et al, 2019). In past studies, teachers have endorsed both the practical value of the internet and the benefits of the community support and interpersonal exchange it facilitates (Khlaif, 2018;Schmitt et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Educators’ Attitudes to Internet Self-Efficacy and Internet-Related Instructional Applications: The Mediating Effects of Internet Enjoyment and Professional Support

2020

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To understand early childhood educators’ attitudes toward internet-related instructional applications, this study examined several factors that influence educators’ practical instructional behaviors and analyzed the mediating effects of internet enjoyment and professional support on their attitudes toward internet-related instructional applications. We conducted a survey in Taiwan and analyzed the original data collected from the questionnaire survey through structural equation modeling. The survey evaluated four factors: internet self-efficacy, internet-related instructional applications, internet enjoyment, and the professional support available via the internet. The results showed that early childhood educators’ attitudes toward integrating the internet into their instruction practices can be measured by these latent constructs. Early childhood educators’ enjoyment of the internet and engagement with internet-based professional support performed partially mediating effects on the relationship between their attitudes toward internet self-efficacy and internet-related instructional applications. Furthermore, early childhood educators’ attitudes toward internet-related instructional applications were influenced by their perceptions of the friendliness of interfaces and their enjoyment of the internet. The platform of community interaction provided by the internet and the atmosphere of cooperative support educators found appraisal of the internet’s broader implications for instructional and professional performance in their field.

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Mediating factors that influence the technology integration practices of teacher educators

Cited by 119 publications

References 43 publications

Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution

Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution

Lehrerausbildende als Akteure für die Digitalisierung in der Lehrerbildung: Ein Review

Early Childhood Educators’ Attitudes to Internet Self-Efficacy and Internet-Related Instructional Applications: The Mediating Effects of Internet Enjoyment and Professional Support

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