Pre-Service Teachers’ Competence and Pedagogical Use of ICT: Are They Ready to Develop Collaborative Activities with Students?

Stockless, Alain; Villeneuve, Stéphane; Bisaillon, Jérémie; Fournier, Frédéric; Venant, Fabienne

doi:10.1080/07380569.2022.2071223

Cited by 4 publications

(6 citation statements)

References 58 publications

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“…Our research supports the findings [112] that educational settings should include tasks where individuals are encouraged to communicate and solve problems. The solution to achieving competencies for the 21st-century is to develop the competencies of teachers and future teachers so that they can transfer their knowledge to early childhood, contributing to the comprehensive development of individuals and successful development for today.…”

Section: Discussionsupporting

confidence: 88%

“…This might be due to the fact that the preservice preschool teachers are, in general, much younger and considered an ICT generation. The results of Stockless et al's study [112] showed that preservice teachers rated the communication category as "good" when assessing the mastery of digital tools (furthermore, only the "office suite" category was rated "good"; all other categories were rated somewhere between "poor" and "novice") [112]. Another reason why there is no statistically significant difference in self-concept related to ICT dimensions might be that the preschool program at the university currently does not include an ICT-related compulsory subject but only an elective for future preschool teachers [113].…”

Section: Perceptions Of Ict-related Systems Thinking Skills and The S...mentioning

confidence: 91%

“…In contrast, Stockless et al [112] found that preservice teachers (including preschool and elementary teachers) rated their ICT skills surprisingly low. The authors explain the lower self-assessment preservice teachers are still in the training phase, and it can be assumed, on the one hand, that they do not rate themselves and their own ICT skills highly compared to in-service teachers.…”

Section: The Effect Of Different Levels Of Systems Thinking On Ict Se...mentioning

confidence: 92%

“…The authors explain the lower self-assessment preservice teachers are still in the training phase, and it can be assumed, on the one hand, that they do not rate themselves and their own ICT skills highly compared to in-service teachers. In contrast, the young generation is often referred to as the ICT generation/internet generation/digital natives [5,112,117], which could lead to the logical expectation that they are more competent in using ICT, but that is, on the other hand, not necessarily the case [112]. In addition, preservice teachers today face an educational shift in which ICTs are increasingly integrated into the teaching/learning process, requiring different teaching and learning methods [117].…”

Section: The Effect Of Different Levels Of Systems Thinking On Ict Se...mentioning

confidence: 99%

“…On the other hand, the authors [38] report the use of ICT in preschool education based on the preparation of materials and the display of images, sounds, videos, etc., whereas the use of ICT to solve problems is not mentioned. According to [112], preservice teachers often use ICT to prepare activities in which students do not actively engage but only consume the content. On the other hand, it is to be expected that preservice teachers are more involved in problem solving during their studies than in-service teachers, but Slovenian university programs for preschool education do not include regular subjects for the successful and useful integration of ICT for preschools or subjects with ICT specifically and purposefully used for problem solving [113].…”

Section: The Effect Of Different Levels Of Systems Thinking On Ict Se...mentioning

confidence: 99%

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Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

Kurent,

Avsec

2023

Sustainability

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The importance of early learning is even greater today if we are to prepare children for the 21st century by developing several lifelong competencies. With the advent of digitalization, some educators already integrate information communication technology (ICT) into early childhood, whereas others also have concerns about early implementation. However, the introduction of digital competencies from the perspective of systems thinking among preservice and in-service preschool teachers has not yet been demonstrated. The purpose of this study is to identify preschool teachers’ systems thinking skills and their ICT self-concept and to develop a pathway model for developing an ICT self-concept for sustainable and digital preschool education using systems thinking. An empirical research design with advanced statistical analysis and structural equation modeling was used. The sample consists of 172 preschool teachers. The results showed small differences between the preservice and in-service preschool teachers in the areas of “sequence of events” and “communication” in favor of preservice preschool teachers. Regardless of the group of preschool teachers, systems thinking develops self-concept in relation to ICT equally. The pathway diagram shows that “understanding the relationships between patterns” is the strongest predictor of the ICT self-concept, that only perceiving and understanding the inter-relationships of factors influence problem solving, and that understanding variations of different types (random/specific) and causal sequences alone has predictive power for “process and store” in the context of the ICT self-concept. The developed model will help educators, researchers, and curriculum designers to improve preschool education practices and transform the curriculum in a sustainable way.

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Section: Discussionsupporting

confidence: 88%

Section: Perceptions Of Ict-related Systems Thinking Skills and The S...mentioning

confidence: 91%

Section: The Effect Of Different Levels Of Systems Thinking On Ict Se...mentioning

confidence: 92%

Section: The Effect Of Different Levels Of Systems Thinking On Ict Se...mentioning

confidence: 99%

Section: The Effect Of Different Levels Of Systems Thinking On Ict Se...mentioning

confidence: 99%

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Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

Kurent,

Avsec

2023

Sustainability

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Pre‐service teachers' inclination to integrate AI into STEM education: Analysis of influencing factors

Sun,

Tian,

Sun

et al. 2024

Brit J Educational Tech

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In the ever‐evolving AI‐driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre‐service STEM teachers' readiness to incorporate AI into their teaching practices. This study examined the factors influencing teachers' willingness to integrate AI (WIAI), especially from the perspective of pre‐service STEM teachers' attitudes towards the application of AI in teaching. In the study, a comprehensive survey was conducted among 239 pre‐service STEM teachers, examining the influences and interconnectedness of Technological Pedagogical Content Knowledge (TPACK), Perceived Usefulness (PU), Perceived Ease of Use (PE), and Self‐Efficacy (SE) on WIAI. Structural Equation Modeling (SEM) was employed for data analysis. The findings illuminated direct influences of TPACK, PU, PE, and SE on WIAI. TPACK was found to directly affect PE, PU, and SE, while PE and PU also directly influenced SE. Further analysis revealed significant mediating roles of PE, PU, and SE in the relationship between TPACK and WIAI, highlighting the presence of a chain mediation effect. In light of these insights, the study offers several recommendations on promoting pre‐service STEM teachers' willingness to integrate AI into their teaching practices. Practitioner notesWhat is already known about this topic? The potential of AI technologies to enrich learning experiences and improve outcomes in STEM education has been recognized. Pre‐service teachers' willingness to integrate AI into teaching practice is crucial for shaping the future learning environment. The TAM and TPACK frameworks are used to analyse teacher factors in technology‐supported learning environments. Few studies have been conducted for examining factors of pre‐service teachers' willingness to integrate AI into teaching practices in the context of STEM education. What this paper adds? A survey was designed and developed for exploring pre‐service STEM teachers' WIAI and its relationships with factors including TPACK, PE, PU, and SE. TPACK, SE, PU, and PE have direct impact on pre‐service STEM teachers' WIAI. SE, PU, and PE have been identified as mediating variables in the relationship between TPACK and WIAI. Two sequential mediation effects, TPACK → PE → SE → WIAI and TPACK → PU → SE → WIAI, among pre‐service STEM teachers were further identified. Implications of this study for practice and/or policy Pre‐service STEM teachers are encouraged to explore and utilize AI technology to enhance their confidence and self‐efficacy in integrating AI into teaching practices. Showcasing successful cases and practical experiences is essential for fostering awareness of AI integration in STEM education. It is recommended to introduce AI education courses in teacher training programs. Offering internship and practicum opportunities related to AI technologies can enhance their practical skills in integrating AI into education.

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Examination of the relationship between information and communication technology competencies and communication skills

Sergeeva,

Zheltukhina,

Bikbulatova

et al. 2023

CONT ED TECHNOLOGY

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This study aimed to explore the impact of different dimensions of communication skills, namely competence (COMP), self-esteem (SELF), social communication challenge (SCC), and listening-speaking (LI-S) on the utilization of information and communication technology (ICT) for student support (SS) and instructional design (ID). This study implemented inferential statistical methods to explore the impact of different dimensions of communication skills on the utilization of ICT among pre-service teachers. A sample of 324 pre-service teachers from Kazan Federal University was examined, utilizing validated scales adapted to the Russian context, with data analyzed using structural equation modeling to identify complex relationships between variables and to ascertain potential differences according to gender and department. The results demonstrated a significant positive relationship between participants’ perceived COMP in communication skills and their information and communication technology competencies (ICTCs), both in SS and ID. This suggests the need for targeted training to enhance educators’ communication competencies for optimal ICT utilization. Conversely, SELF and LI-S communication skills did not significantly influence ICTCs, indicating that these elements do not necessarily result in more effective ICT use in educational contexts. However, handling SCCs was positively associated with ICTCs in ID but not for SS, indicating a nuanced relationship between different communication skills and areas of ICT utilization. The study findings provide implications for professional development programs and underline the importance of certain dimensions of communication skills in leveraging ICT in education. Further research is recommended to verify these findings across different populations and educational settings.

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Pre-Service Teachers’ Competence and Pedagogical Use of ICT: Are They Ready to Develop Collaborative Activities with Students?

Cited by 4 publications

References 58 publications

Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

Pre‐service teachers' inclination to integrate AI into STEM education: Analysis of influencing factors

Examination of the relationship between information and communication technology competencies and communication skills

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