Use of ICT in School Context: Pupil’s, Parents’ and Teachers’ Perceptions

Brigas, Carlos; Ravasco, Carla; Fonseca, Cecília; Mateus, Julio César; Bolota, U.

doi:10.1007/978-3-319-22900-3_6

Cited by 6 publications

(9 citation statements)

References 4 publications

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“…Teachers have faced several challenges in seeking to expand their use of digital technologies in their teaching in order to meet the demands of the twenty-first century (Albion et al 2015). Previous studies have shown that teachers did not have adequate skills in using digital technologies, and were not prepared to integrate the promotion of mandatory digital competence into their practice (Aslan and Zhu 2016;Brigas et al 2016;Pittman and Gaines 2015). These studies suggested that there is a need for pedagogical support in their work with ICT (Mishra and Mehta 2017;Sumardi et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…To prepare schools for the demands of the twenty-first century, teachers have been challenged to expand their use of digital technologies in their teaching (Albion et al 2015). Researchers have shown that only few teachers were satisfied with their knowledge and skills in working with digital technologies in the classroom, and they were not prepared to integrate the promotion of mandatory digital competence into their practice (Brigas et al 2016;Pittman and Gaines 2015). Even when some teachers integrated digital competence into their work, researchers found that their integration of digital technologies was rather limited to a basic level and for demonstrative purposes (Brigas et al 2016;Aslan and Zhu 2016).…”

Section: Digital Competencementioning

confidence: 99%

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The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies

2021

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To prepare schools for the demands of the twenty-first century, teachers have been challenged to expand their use of digital technologies in their teaching. This study is a part of OpenDigi, which aimed to create teachers’ communities for enhancing digital pedagogy skills and the use of digital assessment tools. The aim of this study is to investigate the impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Self-report questionnaires were collected from 98 elementary and lower secondary school in-service teachers in southern Finland. A total of 22 in-service teachers completed both pre- and post-test. The results showed that the impact of the digital pedagogy training depended on teachers’ ICT confidence level. Teachers who had low confidence in ICT use showed an increased ICT confidence level after the programme, while teachers who already had high confidence in ICT use showed no significant changes in their confidence level. Moreover, the results indicated that the need for ICT support was lower after the training for the teachers in high confidence group, while there were no significant changes in the need for ICT support for the teachers in the low confidence group. These results suggested that the training could fulfil teachers’ needs for ICT support, particularly for the teachers in the high confidence group. The challenges teachers face in expanding the use of digital technologies in practice and their commitment to the digital culture are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Digital Competencementioning

confidence: 99%

The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies

2021

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“…A school's potential to implement measures as well as the parent's level of education and occupation also had effects on differences in access to ICT and use (Pereira, 2016). Parents' expectations regarding use in school are of importance as well (Brigas et al, 2016). Laptop use was seen as important for keep up with the pace of life in modern society as well as for academic achievement and the strong social imperative of the information society (Pereira, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

The use of digital technologies in a 1:1 laptop initiative

Lindqvist

2021

seminar

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The use of digital technologies is now a natural part of schoolwork in many schools. The use of digital technologies and the conditions for technology-enhanced learning and school development were studied in two schools, an upper-secondary school and a compulsory school, over a period of 3 years, exploring the student, teacher, school leader, and school perspectives. In this small study, two surveys (N = 26; N = 17) were used to provide further insights into the compulsory school, by exploring the parent perspective of a 1:1 laptop initiative. Laptop use in the classroom was seen as a potential pedagogical tool for structure and support in learning activities, student responsibility for schoolwork, and issues of digital equity. Challenges included increased laptop use, difficulties regarding insight into and monitoring of schoolwork and homework, students’ focus on schoolwork in the classroom environment, and physical aspects. The results show that the parent perspective provides important insights for teachers, school leaders, and school organizers that may help support students’ learning through the use of digital technologies in the classroom.

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“…One of the most critical issues for education has been the use of technology in education in the context of technological advances and the impact of technology (Drossel, Eickelmann and Gerick, 2017;European Commission, 2013;Webber, 2003;Vanderlinde, Aesaert and Van Braak, 2014). In fact, information and communication technologies (ICT) have started to play an important role in the teaching and learning process in recent years (Brigas, Ravasco, Fonseca, Mateus and Bolota, 2016;Comi, Argentin, Gui, Origo and Pagani, 2017;Donnelly, McGarr and O'Reilly, 2011;OECD, 2001;Valtonen, Kukkonen, Kontkanen, Mäkitalo-Siegl and Sointu, 2018). Therefore, in this study, it was focused on the role of ICTs in teaching and learning process in schools.…”

Section: Extended Abstract Introductionmentioning

confidence: 99%