A Study on the Effects of Teachers’ Information Literacy on Information Technology Integrated Instruction and Teaching Effectiveness

Xu, Anxin; Chen, Guisong

doi:10.12973/eurasia.2016.1222a

Cited by 10 publications

(4 citation statements)

References 12 publications

(9 reference statements)

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“…A substantial research (e.g. Gakuo & Kidombo, 2011;Harris & Hofer, 2011;Mikre, 2011;Miranda & Russell, 2012;Ouyang, 2017;Razzak, 2013;Rosenberg & Koehler, 2015;Swan & Hofer, 2011;Xu & Chen 2016;Zhou, Xu, & Martinovic, 2017) find ICT use in classroom setting very much crucial for meaningful teaching and learning processes.…”

Section: Introductionmentioning

confidence: 99%

Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe

Jogezai

Ismail

Baloch

2018

EURASIA J MATH SCI T

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Teachers' eagerness and concern, has been at the heart of the successful implementation of an educational innovation. This study aimed at exploring teachers' concern regarding ICT integration with employing explanatory mixed method research design. The sample size of 300 Pakistani secondary school teachers was identified for the quantitative and 35 for the qualitative part of the study. Stages of concern questionnaire (SoCQ), was adopted as data collection instrument for the quantitative and semi structured interviews for the qualitative part of the study. The findings portray a non user profile of the teachers because of their high concerns, high mean scores, at the stages of unconcerned (M=75.85), informational (M=59.99), and personal (M=57.66). Consequently, low concerns, with very low mean scores, on consequence (M=6.83), collaboration (12.00) and refocusing stages (12.79). The findings suggest for an ongoing and school based capacity enhancement to remain at the heart of reform agenda of ICT integration to meet and accommodate teachers' early stages of concern and enable them move gradually towards their impact related concern profile.

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Section: Introductionmentioning

confidence: 99%

Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe

Jogezai

Ismail

Baloch

2018

EURASIA J MATH SCI T

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“…Every individual should have the ability of 'learning to learn' (Collins & Halverson, 2009) In modern education, providing high quality and continuous education is a must to educate individuals who in the future will be capable of accessing, searching, and utilizing information (Xu & Chen, 2016). This situation requires information technologies to be integrated into instructional environments so that students will be able to manage and construct their own learning process (Öksüz, Ak, & Uca, 2009).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course

Durdu¹,

Dağ²

2017

AJTE

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“…This is an unexpectedly contradictory fact when compared to their complete agreement with the idea that ICTs are essential in EFL education, which could be interpreted as a simplistic way to accept their usefulness in education, but at the same time do not take the necessary steps to be ready to use them. Xu and Chen (2016) refer to this as technology illiteracy, which is a potential threat to all pedagogical processes that involve the use of many technologies that can be even worsened when school administrators do not provide their teachers with the necessary help and support to bridge that gap in technological knowledge by not giving them enough options to learn the use of ICTs, albeit they may as well learn to master those technologies on their own. Unsurprisingly, the difference observed by the teachers in their students in terms of a positive attitude towards ICTs is radically different because private high schools are fully equipped with ICTs, so their students are highly motivated to use them while public high schools are under-equipped and their students feel quite the opposite.…”

Section: Discussionmentioning

confidence: 99%

The Integration of ICTs in EFL Teaching in Ecuadorian High Schools: One Country, Two Realities

Medina

2021

JELTAL

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This research study starts from the premise that the integration of Information and Communications Technologies (ICTs) in education is the key to the ultimate improvement of EFL teaching. Therefore, the purpose of this study is to determine whether the complete integration of ICTs in EFL education in Ecuadorian high schools can materialize or not by examining the diverse realities and perceptions of English teachers and students from public and private high schools. Using the quantitative methodology, this study analyzed the data obtained by administering surveys regarding the use of ICTs to 24 English teachers whose ages ranged between 26 to 50 years old and had teaching experiences that went from 2 to 25 years along with 2520 students whose ages ranged between 11 to 17 years old, equally spread among six public and six private Ecuadorian high schools in three different cities: Quito, Guayaquil, and Machala. The findings show that private high schools are better equipped technologically speaking with full access to ICTs, their staff is mostly ready to work with them and their student population has also complete access to ICTs at home at school and show a positive attitude towards such integration, whereas public high schools are poorly-equipped regarding technology, their teaching staff is under-qualified to work with said technologies in the class and their student population has little or no access to them at home, which makes them have a negative attitude towards the said process. This leads to the conclusion that the successful integration of ICTs in EFL teaching is only feasible in private Ecuadorian high schools due to their advantageous position when compared to their public peers.

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A Study on the Effects of Teachers’ Information Literacy on Information Technology Integrated Instruction and Teaching Effectiveness

Cited by 10 publications

References 12 publications

Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe

Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe

Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course

The Integration of ICTs in EFL Teaching in Ecuadorian High Schools: One Country, Two Realities

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