Teacher Characteristics, Contextual Factors, and How These Affect the Pedagogical Use of ICT

Law, Nancy; Chow, Angela

doi:10.1007/978-1-4020-8928-2_6

Cited by 67 publications

(81 citation statements)

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“…These factors are considered crucial for the success of any technological innovation in teaching and learning (Ng, 2011). A comparative study of pedagogy and ICT use in schools in 22 different countries concluded that teachers' pedagogical and technical competence in the use of technology are significant predictors for technology adoption in teaching practice (Law & Chow, 2008). These two components have been examined through the categories of knowledge, attitudes, skills, and habits (Bonanno, 2011;Eslaminejad, Massood, & Ngah, 2010).…”

Section: Components Of the Teachers' Readinessmentioning

confidence: 99%

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Al-Awidi

Aldhafeeri

2017

JITE:Research

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Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives. Background: In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum. Methodology : Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical). Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented. Findings Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.

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Section: Components Of the Teachers' Readinessmentioning

confidence: 99%

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Al-Awidi

Aldhafeeri

2017

JITE:Research

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“…However, it is worth noting that other authors (e.g. Law and Chow 2008;Pelgrum 2008) have found advanced training options to focus more on technological aspects rather than on the didactic integration of ICT into relevant scenarios of teaching and learning. The unavailability of relevant options for professional development may thus also play a role here.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills

Drossel

Eickelmann

2017

Large-scale Assess Educ

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The increasing availability of new technologies in an ever more digitalized world has gained momentum in practically all spheres of life, making technology-related skills a key competence not only in professional settings. Thus, schools assume responsibility for imparting these skills to their students, and hence to future generations of professionals. In so doing, teachers play a key role with their competences in using new technologies constituting an essential prerequisite for the effective implementation of such skills. As models of school development and school effectiveness found teacher professionalization to be a key element with regards to student achievement as well as teachers' in-class use of new technology, the present research project conducts secondary analyses using data from the IEA International Computer and Information Literacy Study 2013 (ICILS 2013) regarding internal and external teacher professionalization. Particular emphasis is placed on the implementation of new technologies in class in a comparison between the education systems of Germany and the Czech Republic. A Latent Class Analysis serves the purpose of establishing a teacher typology with regards to technology-related professional development. This typology is subsequently used for further analyses of additional factors that show a correlation with the teachers' use of computers in class. These include the teachers' ICT self-efficacy and their emphasis on teaching ICT skills. The results show two different types of teachers across both countries. Teachers who participate in professional development use computers more frequently in class, put more emphasis on teaching ICT skills and have a stronger sense of ICT self-efficacy. When comparing teachers in Germany and the Czech Republic, teachers in Germany who participate in professional development consider themselves more ICT self-efficient, while teachers in the Czech Republic use computers more often and put more emphasis on teaching ICT skills compared with their colleagues in Germany.

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“…A pesar de esta falta de acuerdo, a partir de la revisión de las distintas propuestas se puede distinguir claramente dos ámbitos de competencia: tecnológicas y pedagógicas. Ambos vertebran el conjunto competencial del profesorado (Almerich, Suárez, Orellana y Díaz, 2010;Law and Chow, 2008;Suárez et al, 2010;Suárez-Rodríguez, Almerich, Díaz-García y Fernández-Piqueras, 2012).…”

Section: Introductionunclassified

Las Competencias Del Profesorado en Tic: Estructura Básica (The Competencies of Teachers in Ict: Basic Structure)

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RESUMENLas competencias en TIC del profesorado son una variable clave para la integración de las TIC en la escuela. Este artículo presenta un esquema de indicadores de competencia para dos dimensiones, competencias tecnológicas y competencias pedagógicas, desde un modelo MIMIC. El modelo incluye la definición de una relación específica entre estas dimensiones y también de los efectos de un conjunto de factores relevantes: personales (género, edad y frecuencia de uso del ordenador) y contextuales (tipo de centro, etapa educativa y acceso al aula de informática). La información se recogió mediante un cuestionario aplicado a una muestra de 868 profesoras y profesores de educación primaria y secundaria de la Comunidad Valenciana. Los resultados confirman la estructura relacional estable entre ambas dimensiones de competencia, así como que las competencias tecnológicas influyen sobre las pedagógicas. Asimismo, el modelo muestra las influencias de los factores personales y contextuales sobre estas dimensiones. El modelo presentado apunta la necesidad urgente de estudiar las dimensiones relacionadas con las TIC en educación desde una perspectiva más compleja que pueda mostrar más claramente esas relaciones. ABSTRACTThe ICT competences of teachers are a key variable for ICT integration in school. This paper presents a framework of indicators of competence in relation to two dimensions from a MIMIC model: the first one concerns technological competences and the second one has to do with pedagogical Facultad de Educación. UNED

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Teacher Characteristics, Contextual Factors, and How These Affect the Pedagogical Use of ICT

Cited by 67 publications

References 0 publications

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills

Las Competencias Del Profesorado en Tic: Estructura Básica (The Competencies of Teachers in Ict: Basic Structure)

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