Pre-service Teachers’ Confidence in their ISTE Technology-Competency

Kimm, Christina; Kim, Jemma; Baek, Eun-Ok; Chen, Pearl

doi:10.1080/21532974.2020.1716896

Cited by 27 publications

(20 citation statements)

References 14 publications

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“…Analiza rezultata je pokazala da varijable pola i godina radnog staža nisu statistički značajno povezane sa prosečnim nivoom kompetentnosti ispitanika. Ti nalazi su u skladu sa rezultatima drugih studija (Kimm et al, 2020;Onivehu et al, 2017;Shikden, 2015) u kojima nije utvrđena značajna razlika u nivou kompetentnosti nastavnog osoblja različitog pola i dužine iskustva u nastavi. Potencijalna razlika u nivou kompetentnosti nastavnog osoblja sa različitom dužinom iskustva u nastavi može da proistekne iz toga što mlađe nastavno osoblje odrasta koristeći tehnologiju, dok stariji nastavnici najčešće uče kako da je koriste usled uticaja profesionalnih ili ličnih okolnosti (Zhou et al, 2012).…”

Section: Diskusijaunclassified

“…Osim toga, zbog promena u trendovima obrazovanja, program pripreme mlađih nastavnika može da sadrži i obuku o AT. Godine radnog iskustva nastavnog osoblja, kao izolovan faktor, verovatno nisu dovoljne da bi uticale na nivo kompetentnosti nastavnog osoblja, s obzirom na to da je ustanovljeno da postoje brojni različiti faktori koji mogu da utiču na integraciju AT u nastavi (Kimm et al, 2020). Tako, na primer, svest i znanje o AT, vreme, finansiranje, tehnička pomoć, administrativna podrška i mogućnost za profesionalni razvoj predstavljaju faktore koji su identifikovani kao facilitatori za uspešnu primenu AT (Gustafson, 2006).…”

Section: Diskusijaunclassified

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The use of assistive technology for communication in the education of students with developmental disabilities: Teacher self-reports

Arsenić¹,

Jovanović-Simić²,

Daničić³

2022

Nastava i vaspitanje

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Assistive technology (AT) includes a wide range of technological devices or systems used to improve the functional abilities of persons with communication disorders. The achievement of students with communication disorders in inclusive education is related to teachers' knowledge of assistive technology and their skills in using it. The aim of our research was to determine how class teachers, subject teachers and special education teachers rate their knowledge of AT and their level of competence in using it, and also to compare the competence levels of respondents of these different professions. The sample consisted of 136 respondents of both sexes, 31.6% of whom were class teachers and 27.2% subject teachers in regular primary schools, as well as 25% special education teachers and 16.2% subject teachers working in special needs primary schools in Belgrade and Novi Sad. The analysis of results suggests that respondents see themselves as moderately competent in using AT, and that there is a statistically significant difference in the level of competence between respondents of different professions (F = 18.12, p < .01). No statistically significant difference was found in the level of competence depending on sex or years of service. The results show that respondents assess differently their level of knowledge and skills regarding the use of assistive technology, and that teaching staff in regular primary schools lack training in this field.

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Section: Diskusijaunclassified

The use of assistive technology for communication in the education of students with developmental disabilities: Teacher self-reports

Arsenić¹,

Jovanović-Simić²,

Daničić³

2022

Nastava i vaspitanje

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“…The International Society for Technology in Education (ISTE) has been conducting international-level research on the standardization of technology-oriented skills for the successful and long-lasting integration of technology in education for various groups (students, educators, coaches, and educational leaders) (ISTE, 2022). The ISTE standards have been acknowledged by various researchers in different nations, as seen in their studies that integrated the concept (e.g., Baek & Sung, 2020;Gomez et al, 2022;Kimm et al, 2020;Vucaj, 2020). More specifically, the latest standards for educational leaders of ISTE involve five areas: Equity and Citizenship Advocate, Visionary Planner, Empowering Leader, Systems Designer, and Connected Learner (ISTE, 2022).…”

Section: Introductionmentioning

confidence: 99%

Digital Leadership of School Heads and Job Satisfaction of Teachers in the Philippines during the Pandemic

Tanucan

Negrido²,

Malaga³

2022

IJLTER

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This study examines school heads' digital leadership as a predictor of teachers' job satisfaction in the Philippines during the pandemic. A total of 520 public school teachers across the 16 regions of the country answered the validated online survey questionnaires between March and May 2022. With the descriptive-predictive research design, descriptive statistics, and regression analysis, the study finds that school heads have a satisfactory level of digital leadership as perceived by their teachers. This finding suggests that Filipino school heads can, at least to a satisfactory level, guide their schools and stakeholders toward digital transformation to remain adaptable and competitive in a rapidly changing digital and social media landscape. Furthermore, Filipino teachers experienced satisfactory job satisfaction during the pandemic, which suggests that they continue to cope with and adapt to the new work and educational changes despite the plethora of challenges and transitions. Finally, this study reveals that school heads' digital leadership predicts teachers' job satisfaction. When leaders are competent to lead and model in the digital age, their subordinates become more satisfied with their work. Therefore, training programs for improving school heads' digital leadership are necessary to enhance their teachers' job satisfaction, especially since technology plays a significant part in diverse educational activities.

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“…Aslan (2018) found that special education teachers who had completed technology courses demonstrate significantly more positive attitudes towards special education technologies than do teachers who have not taken such courses. However, studies (Atanga et al, 2020;Kimm et al, 2020) have indicated that the technology training of preservice special education teachers is lacking in undergraduate programs. Therefore, special education teacher curricula should be revised in order to develop the technology-based competencies of preservice special education teachers.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Preservice Teachers Computer-based Instructional Materials by Special Education Teachers

Arslan-Ari

BAŞER

2022

akef

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This study aims to investigate the successes and challenges of implementing instructional materials that preservice special education teachers developed for students with disabilities in a rehabilitation center using Web 2.0 tools through an instructional design project as part of a technology integration course. For this project, preservice teachers collaboratively developed instructional materials to meet the needs of the student assigned to their group and implemented them with the student. After the implementation, the success and challenges of the materials were evaluated by 12 special education teachers of the students through structured interviews. The interviews were analyzed using inductive analysis. Analysis results indicated that the vast majority of the materials were found to be successful in terms of the teaching strategies applied within the materials, the appropriateness of the instructional materials, and the opportunities that the materials provided in practice. Most of the teachers claimed that the instructional materials contributed to the students’ learning and skill development even after the one-shot implementation. According to the special education teachers, eight groups experienced no difficulties during the implementation, whilst eight groups faced several challenges due to student-related issues and the infrastructure. They also proposed suggestions to improve the instructional materials and their implementations. The results of this study is valuable as the current literature lacks studies reporting materials’ success from the teachers’ perspective.

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Pre-service Teachers’ Confidence in their ISTE Technology-Competency

Cited by 27 publications

References 14 publications

The use of assistive technology for communication in the education of students with developmental disabilities: Teacher self-reports

The use of assistive technology for communication in the education of students with developmental disabilities: Teacher self-reports

Digital Leadership of School Heads and Job Satisfaction of Teachers in the Philippines during the Pandemic

Evaluation of Preservice Teachers Computer-based Instructional Materials by Special Education Teachers

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