Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

Birişçi, Salih; Kul, Ümit

doi:10.30935/cet.512537

Cited by 42 publications

(40 citation statements)

References 61 publications

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“…Next, the findings show that technology implementation have a positive relationship with students' desire to learn programming. This finding is in line with the previous study of [37], [38] which shows the influence of technology tools on conducive learning. Technology supported instructions transform programming teaching and learning by offering smart assistance to deliver teaching, engage students, increase students' attention and interaction [40], [41].…”

Section: Discussionsupporting

confidence: 93%

Technology Integration to Promote Desire to Learn Programming in Higher Education

Husin

Judi

Hanawi

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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The use of technology integration is the way of innovation in today's world-class learning. Technology integration is a combination of technologies such as computers, mobile devices like smartphones and tablets, digital cameras, the internet, and more in the practice of daily lecture sessions. Technology integration could help the process of learning especially for courses that considered as tough by the students. Therefore, educators need to be aware of the choice of methods or approaches so that teaching and learning are conducted in meaningful ways. Programming courses are compulsory for students in Faculty of Information Sciences and Technology, National University of Malaysia. However, some students find it difficult to excel in programming courses. In this study, technology integration in learning programming courses challenges the limitations of student opportunities in solving real problems lead to inconsistently use of the expertise and skills. In addition, the challenge of learning programming leads students to generate rote learning. Hence, technology integration in learning programming should be appropriate with the application of technology and applying meaningful learning so that the technology integration will be effective and meaningful. This study is conducted to propose and verify a technology integration framework for learning programming courses. Stratified Random Sampling through quantitative study method is used which involving 109 respondents. Quantitative data are analyzed using multiple linear regression method. Based on previous studies, five factors have been identified namely learning technology, learning competence, technology implementation, meaningful learning and contextual learning that would affect students' desire to learn programming courses. The results discover that all the factors have significant relationships in influencing the desire to learn programming courses among undergraduate students for the faculty. This study is expected to assist educators and administrators to apply and improve the use of technology integration in meaningful learning for programming courses.

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Section: Discussionsupporting

confidence: 93%

Technology Integration to Promote Desire to Learn Programming in Higher Education

Husin

Judi

Hanawi

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…For effective technology integration to take place, teachers need to have sufficient skills, beliefs and knowledge to take the benefit of technology in instruction (Chen, Looi & Chen, 2009). Technology integration in the teaching and learning is a complicated, dynamic and difficult development (Binghimlas, 2009;Koehler, Mishra & Yahya, 2007;Schoepp, 2005, Birisci & Kul, 2019. According to studies carried out by researchers, effective integration of technology in education cannot be obtained if technology integration development is not better assimilated by classroom instructors (Ertmer, 2005;Hew & Brush, 2007, Birisci & Kul, 2019).…”

Section: A Technological Skills and Competencesmentioning

confidence: 99%

“…Technology integration in the teaching and learning is a complicated, dynamic and difficult development (Binghimlas, 2009;Koehler, Mishra & Yahya, 2007;Schoepp, 2005, Birisci & Kul, 2019. According to studies carried out by researchers, effective integration of technology in education cannot be obtained if technology integration development is not better assimilated by classroom instructors (Ertmer, 2005;Hew & Brush, 2007, Birisci & Kul, 2019). An important component of training programs for teachers is that they should gain competences, skills and knowledge concerning the use of current technology integration within the process of their professional enhancement and development (Chai et al, 2011, Birisci & Kul, 2019.…”

Section: A Technological Skills and Competencesmentioning

confidence: 99%

“…According to studies carried out by researchers, effective integration of technology in education cannot be obtained if technology integration development is not better assimilated by classroom instructors (Ertmer, 2005;Hew & Brush, 2007, Birisci & Kul, 2019). An important component of training programs for teachers is that they should gain competences, skills and knowledge concerning the use of current technology integration within the process of their professional enhancement and development (Chai et al, 2011, Birisci & Kul, 2019. According to Hsu (2010), technology integration is not seen as the use of computer as recent researchers have pointed out that integrating ICT during instruction needs competences and that are not similar from using computers (Angeli & Valanides, 2009).…”

Section: A Technological Skills and Competencesmentioning

confidence: 99%

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An Evaluation of Technological Competences and Technological Tools Usage by Primary School Teachers During COVID-19 Lockdown in Cameroon

Yuomeyse¹,

Ngamaleu²

2020

IJISRT

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The aim of this study is to investigate technological competences and technological tools usage by primary school teachers. The inability of primary school teachers to substitute traditional teaching methods with modern technological tools and applications during COVID-19 motivated the researchers to carry out this study. The study made use of a survey research design. Technology implementation and computer use for instructional teachers sub scales were used to collect data. Related literature was reviewed based on skills and knowledge of teachers and the various technologies used for instruction. The samples were 398 teachers who are teaching using ICT and the simple random sampling method was employed to select these respondents. Data was collected from teacher-respondents using tables, percentages, charts, mean, standard deviations and one sample t-test. The results showed an average level of technological competences possess by primary school teachers and types of technological tools used for teaching and learning. These results indicate that primary school educators and instructors lack the competences to install software on their computers and faced difficulties in using more advanced technologies. The study strongly recommends effective in-service training for teachers, easy access and connection to network services as well as the provision of technical assistance to schools. This will enable teachers to effectively acquire skills and knowledge for technology integration in education. Primary schools and teachers should also be equipped with modern technologies especially during this period of COVID-19.

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“…It is not enough for individuals to have the knowledge and skills necessary to accomplish a job, but also to have beliefs that they can successfully perform the desired behaviors even in challenging and typical conditions. There are various types of competencies which are mentioned as follows (Birisci and Kul, 2019):…”

Section: Introductionmentioning

confidence: 99%

Determining Professional Mobility Levels of Secondary School Teachers

Ismailova

Mamanova

Aypova³

et al. 2020

IJCRSEE

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Education has a great share in the development of a country. Countries that invest in education are developing in all respects. There are many factors that affect education, but the most important of them is the teacher. Because other factors affecting education do not make sense without a teacher. The better the teachers are trained, the more appropriate the working conditions, the better the quality of education, and thus the establishment of a modern, peaceful country. This study aims to determine professional mobility levels of secondary school teachers. Mixed research method was used in the study. A total number of 146 teachers including 60 teachers in the control group and 86 in the experimental group participated in the study. Results confirmed the effectiveness of activities to update students’ pedagogical experiences as a necessary step in the development of professional pedagogical mobility. Results are discussed with relevant literature and recommendations for further research and practices are provided.

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Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

Cited by 42 publications

References 61 publications

Technology Integration to Promote Desire to Learn Programming in Higher Education

Technology Integration to Promote Desire to Learn Programming in Higher Education

An Evaluation of Technological Competences and Technological Tools Usage by Primary School Teachers During COVID-19 Lockdown in Cameroon

Determining Professional Mobility Levels of Secondary School Teachers

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