The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning

Valtonen, Teemu; Kukkonen, Jari; Kontkanen, Sini; Sormunen, Kari; Dillon, Patrick; Sointu, Erkko

doi:10.1016/j.compedu.2014.09.008

Cited by 227 publications

(159 citation statements)

References 34 publications

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“…These types of engaging experiences will give them a better understanding of the link between theory and teaching practices (Sang et al, 2010;Valtonen et al, 2015). Finally, the sixth strategy involves on-going and processoriented feedback (Strategy 6), which has been proven to be beneficial for pre-service teachers' abilities to use technology in the classroom (Banas & York, 2014;Chien et al, 2012).…”

Section: < Insertmentioning

confidence: 99%

“…Agyei & Voogt, 2014). In a next step, field experiences allow pre-service teachers to apply their knowledge of educational technology in authentic settings (Kafyulilo, Fisser, & Voogt, 2014;Valtonen et al, 2015).…”

Section: The Sqd-scalementioning

confidence: 99%

“…More specifically, they have infused technology into the entire curriculum, giving pre-service teachers the opportunity to understand the pedagogical reasons for using technology by experiencing firsthand how it can support teaching and learning across different subjects (Authors, 2012;Polly Mims, Shepherd, & Inan, 2010). A number of approaches that may develop the competences that future teachers require in this context have already been identified by previous research (Chien, Chang, Yeh, & Chang, 2012;Lee & Lee, 2014;Valtonen et al, 2015). However, promoting pre-service teachers' competencies for educational technology use in an integrated and cross-curricular manner is a complex process that demands multiple strategies (Kay, 2006;Mouza, Karchmer-Klein, Nandakumar, Ozden, & Hu, 2014;Polly Mims, Shepherd, & Inan, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

211

120

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The main objective of this study is to develop a self-report instrument to measure preservice teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions.Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.

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Section: < Insertmentioning

confidence: 99%

Section: The Sqd-scalementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

211

120

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“…El modelo intelectual y comunicativo que sostiene tal perspectiva de conocimiento no es fundacional, ni se encadena linealmente hacia un fin sistemático sino que es conectivo, diseminado y sistémico por ser provisorio, reajustable e infinito (Barthes, 1980;Derrida, 1989), y da testimonio manifiesto de su desenvoltura la lógica misma de los hipertextos digitales (Landow, 1996;Levy, 1999), la retórica hibridada de los entornos multimedia en sus posibilidades lectora e inventiva actuales abiertas a la voz de todos (Mendoza, 2012;Ulmer, 2003) y la educación emancipada que el uso bimodal de tales medios procura en tareas comunicativas de formación, investigación, creación y autoevaluación (Esteban, 2002;Ballesta, 2009;Cloutier, 2010;Cabero, 2012;Díaz-Barriga, 2013;Rubia y Guitert, 2014;Valtonen, 2015;Valverde, 2015;Fernández y Fernández, 2016). En el horizonte globalizado del siglo XXI y con la aspiración humanista que por definición le caracteriza (Drucker, 1969), el marco conceptual de la Sociedad del Conocimiento es coherente con las ideas clásicas de John Dewey sobre la metodología reflexiva que construye el espacio democrático de la educación para fortalecer la capacidad argumentativa de los estudiantes en sus actos constructivos de aprendizaje significativo, pues, como avisa el informe mundial de la UNESCO (2005) Hacia las sociedades del conocimiento, la brecha cognitiva que existe actualmente en el mundo preocupa incluso más que la digital, y es necesario promover metodologías que promuevan la conciencia planetaria desde la colaboración y el aprendizaje a lo largo de la vida.…”

Section: Comunicación Argumentativa Para La Investigación-acciónunclassified

La comunicación argumentativa en la Sociedad del Conocimiento, clave del liderazgo distribuido para un cambio educativo desde el desarrollo profesional

Valverde

Teresa²

2018

red

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ResumenEste artículo indaga en el poder de retroalimentación creativa y democrática que tiene el empleo de la dimensión epistémica de la comunicación por parte del profesorado en el marco de la Sociedad del Conocimiento. Se estudia el provecho educativo de la semiosis por la que la inteligencia humana idea argumentos para construir conocimiento hipotético de investigación-acción y la asistencia que la inteligencia artificial reporta a su andamiaje cognitivo con sus tecnologías computacionales. Ello es coherente con la necesaria consideración del profesorado como aprendiz de su propio trabajo a través de proyectos de desarrollo profesional en contextos reales para impulsar la mejora social desde el empoderamiento de la comunidad educativa a través de una visión de liderazgo distribuido. Al respecto, en concordancia con las recomendaciones solidarias de la UNESCO, se estudian las teorías esclarecedoras de Peirce y Dewey sobre la lógica hipotética de la que emergen las invenciones del pensamiento desde el testimonio significativo y la discursividad abierta a la libertad vital. El uso comunicativo de la argumentación heurística en situaciones auténticas de aprendizaje donde se producen investigaciones compartidas revela la condición dinámica y experimental del conocimiento educativo y, con ética comunitaria, previene dialógicamente de las imposturas del neoconductismo eficientista. Palabras claveComunicación, argumentación, Sociedad del Conocimiento, desarrollo profesional, liderazgo distribuido Abstract This article explores the power of creative and democratic feedback that employs the epistemic dimension of communication by teachers within the framework of the Knowledge Society. The educational benefit of semiosis is studied by which human intelligence makes arguments to construct hypothetical knowledge of action research and the assistance that artificial intelligence reports to its cognitive scaffolding with its computational technologies. This is consistent with the necessary consideration of teachers as apprentices of their own work through professional development projects in real contexts to promote social improvement from the empowerment of the educational community through a vision of distributed leadership. In this regard, in accordance with the recommendations of solidarity of UNESCO, we also study the illuminating theories of Peirce and Dewey on the hypothetical logic from which the inventions of thought emerge from meaningful testimony and open discursivity to the freedom of life. The communicative use of heuristic argumentation in authentic learning situations where shared research takes place reveals the dynamic and experimental condition of educational knowledge and, with community ethics, dialogically prevents the impostures of efficiencyist neobehaviorism.

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“…Literatürde öğretmen adaylarının BT kullanma niyetini sosyal etki faktörünün etkilediğine yönelik bazı çalışmalar yer almaktadır (Teo & Noyes, 2014). Çalışma-nın bulgularına zıt olarak, literatürde sosyal etkinin öğretmen adaylarının teknoloji kullanma niyeti üzerinde etkisinin olmadığını ortaya çıkaran çalışmalar da bulunmaktadır (Sadaf et al, 2012;Valtonen et al, 2015;Wong et al, 2013). Literatür ve çalışma verileri göz önüne alındığında, sosyal etkinin öğret-men adaylarının davranışsal niyetleri üzerinde genellenmiş bir etkisinden söz etmek mümkün olamayacaktır.…”

Section: Katılımcı Grubuunclassified

A model for pre-service teachers' intention to use interactive white boards in their future lessons

Baydaş¹,

Yılmaz²

2017

HIG

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ÖzBu çalışmanın amacı, öğretmen adaylarının gelecekteki derslerinde etkileşimli tahta kullanma niyetlerine yönelik bir model önerisi geliştirmektedir. Bu kapsamda Yapısal Eşitlik Modellemesi kullanılarak öğretmen adaylarının davranışsal niyetlerini etkileyen faktörler ve bu faktörler arasındaki ilişki şekilleri ortaya çıkarılmıştır. Çalışmanın katılımcı grubunu Atatürk Üniversitesi Eğitim Fakültesi'nde 4. sınıfta öğrenim gören toplam 153 öğretmen adayı oluşturmaktadır. Çalışma sonucunda, öğretmen adaylarının gelecekteki derslerinde etkileşimli tahta kullanma niyetlerine yönelik %44 varyansın açıklandığı bir model geliştirilmiştir. Bu modele göre, öğretmen adaylarının davranışsal niyetlerini performans beklentisi ve sosyal etki faktörleri etkilemektedir. Çaba beklentisi faktörünün davranışsal niyeti anlamlı düzeyde etkilemediği görülürken, performans beklentilerini çaba beklentisi ve sosyal etki faktörlerinin etkilediği belirlenmiştir. Bu noktada hizmet öncesi öğretmen eğitiminde etkileşimli tahtaların öğretme ve öğrenmedeki işlevlerine, pozitif çıktılarına ve pratiğine odaklanılması etkili bilgisayar teknolojisi ders içeriklerinin geliştirilmesi adına önem taşımaktadır. Anahtar Sözcükler: Etkileşimli tahtalar, Teknoloji kabul modeli, Öğretmen adayları, BTKK Modeli ABSTRACTThis study aims to propose a model for determining teacher candidates' intentions to use interactive white boards in their future lessons. To this end, the factors that affect behavioral intentions of teacher candidates and the types of relations between these factors were discovered through the use of Structural Equation Modeling. The participants of the study consisted of 153 senior students in Faculty of Education at Atatürk University. The results showed that the model developed in the study explained 44% of variance in teacher candidates' intentions to use interactive white boards in their future lessons. According to this model, the factors of performance expectancy and social influence had an impact on the behavioral intentions of teacher candidates. While the factor of effort expectancy did not affect behavioral intentions significantly, it was revealed that the factors of effort expectancy and social influence played a role in performance expectancy. In this respect, a focus during pre-service teacher education on the functions of interactive white boards in teaching and learning, their positive outputs and the issues related to practice is essential for designing effective course content of interactive computer technology.

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The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning

Cited by 227 publications

References 34 publications

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

La comunicación argumentativa en la Sociedad del Conocimiento, clave del liderazgo distribuido para un cambio educativo desde el desarrollo profesional

A model for pre-service teachers' intention to use interactive white boards in their future lessons

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