The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions

Nelson, Michael J.; Hawk, Nathan A.

doi:10.1016/j.tate.2019.103006

Cited by 66 publications

(56 citation statements)

References 41 publications

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“…The meaning of "technology use" changes widely and "with so many different types of technology uses emerging, defining it has become even more complex" (Russell et al 2003, p. 300). Research acknowledges that technology use is a multi-faceted phenomenon (O'Dwyer et al 2003a, b) and has been conceptualized with a variety of ways and classifications (Nelson and Hawk 2020;Tondeur et al 2008). Across the literature, two approaches are prevalent to conceptualize technology use.…”

Section: Technology Use: Instructional and Application Softwarementioning

confidence: 99%

“…A number of researchers indicated how beliefs toward technology distinguishes between teachers who use technology and teachers who do not (Mueller et al 2008). Nelson and Hawk (2020) revealed that beliefs about the importance of technology was a strong predictor for technology use. Similar results were provided by different scholars (Inan and Lowther 2010;Karaca et al 2013).…”

Section: Belief Skills and Technology Usementioning

confidence: 99%

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Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Doğan

Dogan

2020

Educ Inf Technol

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The purpose of this study was to examine the effect of technology support, teachers’ confidence in using technology, their beliefs about using technology, and their perceived skills on the use of instructional and application software. The data we used were from 1335 K-12 teachers involved in the Technology Uses and Perceptions Survey (TUPS) study. Teachers were located in 40 different institutions across the state of Florida. According to the findings of this study, the most significant factor in the instructional and application software use of teachers was found as perceived technology skills. Therefore, professional development for perceived skills or technology competencies of teachers might contribute to increasing the instructional or application software use of teachers. In terms of confidence and comfort using technology, they both had direct and positive effects on instructional and application software. Also, the total effect of support from technology specialists for instructional software use is more than application software use. As evidenced by the models developed in this research, teachers’ perceived technology skills for instructional and application software use directly and positively affected their beliefs on usefulness. Our effort to provide more emphasis on the combined effect of a collective set of factors to explain teacher use of technology leads us to address the gaps in the literature on technology use (i.e., the effect of demographic factors and technology availability).

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Section: Technology Use: Instructional and Application Softwarementioning

confidence: 99%

Section: Belief Skills and Technology Usementioning

confidence: 99%

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Doğan

Dogan

2020

Educ Inf Technol

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“…Past studies have focused on the importance of e-learning and its implementation all over the world; some have focused on the continuous use of e-learning [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] and some on the effect of either teachers' or students' attitudes towards e-learning [20][21][22][23][24][25][26]. In other words, no studies have put forward the implementation of two models that focus on how the perceived interactivity of education technology influences teachers' and students' perceptions and urges them to continue using the technology.…”

Section: Introductionmentioning

confidence: 99%

The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

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During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.

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“…They gave polite input to other team members by suggesting that if you want to design interactive media, you can use Macromedia flash software, articulate storylines, and so on. Experience and motivation play an important role in mastering technology, especially in learning (Nelson & Hawk, 2020;Tam et al, 2021;Vidergor, 2021).…”

Section: Tpack Correlation With Teamworkmentioning

confidence: 99%

“…So that there is one aspect that TPACK does not cover, namely attitude. According to several studies, it is suspected that several things influence such as completeness of facilities, the environment, beliefs about the use of technology, motivation, and emotional intelligence (Gellerstedt et al, 2018;Habibi et al, 2020;Nelson & Hawk, 2020). The factors mentioned earlier are factors that can affect the attitude of an individual, which will affect individual teamwork.…”

Section: Tpack Correlation With Teamworkmentioning

confidence: 99%

Does TPACK Mastery Affect Teamwork Skills? A Causal-Comparative Study of Pre-Service Physics Teachers

2021

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Physics teachers need to mastery TPACK and teamwork skills because they were essential in work. The purpose of this study was to determine the relationship between TPACK mastery and teamwork skills. The research method used a causal-comparative. The sampling technique used was purposive sampling. The sample consisted of 33 preservice physics teachers from Universitas Sultan Ageng Tirtayasa and Universitas Mulawarman. The data collection method used a questionnaire and an instrument in the form of a questionnaire with a Likert scale in a web-based survey. This instrument is used to measure TPACK and teamwork skills. Data analysis techniques used Pearson's correlation and regression analysis. The results showed no significant relationship between mastery of TPACK and teamwork skills, as indicated by Pearson’s correlation value of 0.061 with a significance of 0.735. However, if further tested based on every aspect of the two variables, there is a significant correlation between technology knowledge (TK), technology content knowledge (TCK) on the mastery of TPACK, and communication aspects on teamwork skills. Based on the regression test, the result obtained more than 90%, the communication aspect of teamwork skills influenced by TK and TCK. Another finding is that the most dominant external factor that influences teamwork skills is gender

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The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions

Cited by 66 publications

References 41 publications

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

The Continuous Intention to Use E-Learning, from Two Different Perspectives

Does TPACK Mastery Affect Teamwork Skills? A Causal-Comparative Study of Pre-Service Physics Teachers

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