Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK

Abstract

The research reviews the existing relationship between teachers’ computer self-efficacy, cognitive style in the field dependence–independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers’ performance area on self-efficacy and TPACK. In total, 208 teachers from a public education institution in Valle de Tenza, Boyacá, Colombia, participated in the study. The Embedded Figures Test (EFT), self-efficacy, and TPACK tests were applied. A correlations analysis and an analysis of variance (ANOVA) were performed. The results showed significant associations between cognitive style, self-efficacy, technological knowledge, and TPACK. In addition, they evidenced the existence of significant differences in self-efficacy, technological knowledge, and TPACK, according to the performance area and cognitive style.

Percepciones de autoeficacia y conocimientos TPACKen profesores en formación

“…Estos resultados concuerdan con estudios previos, que han identificado que los profesores en formación con menor experiencia o de menor edad, tienden a valorar de forma significativamente más alta su conocimiento tecnológico del contenido. Es decir, su capacidad de usar la tecnología para mejorar la forma en la que los estudiantes comprenden un contenido en particular o para representarlo, que aquellos estudiantes que cuentan con mayor experiencia o más edad (Cabero y Barroso, 2016;López-Vargas et al, 2017). Esto mismo puede explicar las diferencias en el conocimiento pedagógico.…”

Model in Early Childhood Cognitive Development

“…Active students will have activities in society and like to have social activity (Barwick, 2010). Students that interacted with the metacognitive scaffolding exhibited significantly higher achievements than those that did not use it (López-Vargas, Ibáñez-Ibáñez, & Racines-Prada, 2017). Meanwhile, cognitive tools can be implemented as well through a computer (Zahide, 2005).…”

Construction and evaluation of a web application for the educational process on Normal Distribution considering the science of data and machine learning

“…The technological knowledge of the TPACK model refers to the knowledge necessary to use computers and programs (Chai et al 2011;López, Duarte, and Ibáñez 2017). The pedagogical knowledge is the knowledge to plan the instruction and realisation of the lessons (Ay, Karadag, and Acat 2015;Chai et al 2011;Khine, Ali, and Afari 2017).…”

“…The pedagogical content knowledge refers to the selection of teaching-learning approaches, methods and techniques (Ay, Karadag, and Acat 2015;Phillips 2017;Tomte et al 2015). The technological content knowledge is the use of digital tools to transmit the contents of the subjects (Ay, Karadag, and Acat 2015;López, Duarte, and Ibáñez 2017). The technological pedagogical knowledge is the effect of technological applications in the teaching-learning process (Ay, Karadag, and Acat 2015;Koh and Divaharan 2011).…”

“…Several authors (e.g. Archambault and Barnett 2010;López, Duarte, and Ibáñez 2017;Phillips 2017) point out that the TPACK model aims to improve the teaching-learning process through content knowledge ( topics of the subject), technological knowledge (information and communication tools) and pedagogical knowledge (practices, procedures and educational strategies).…”