Construct Validity of the Questionnaire Measuring Technical and Socio-Psychological Factors which Affect Successful Integration of ICT into Education / Konstruktna valjanost upitnika kojim se ispituju tehnički i socio-psihološki čimbenici koji utječu na u

Rogošić, Silvia

doi:10.15516/cje.v17i4.1411

Cited by 6 publications

(8 citation statements)

References 9 publications

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“…Similar to the findings of many other studies (e.g. Aydın, 2013;Hsu, 2010;Lawrence & Tar, 2018;Rogosic, 2015), this study revealed that university level Turkish EFL teachers, in general, had high level of self-confidence in terms of incorporating technology into their instruction. They especially felt confident using PowerPoint to present, email to communicate, or the Internet to meet their educational goals.…”

Section: Discussionsupporting

confidence: 90%

“…The third research question focused on the attitudes of university level Turkish EFL instructors toward using computers in their instruction. Similar to the findings in various studies (e.g., Aydın, 2013;Kim & Keller, 2011;Rogosic, 2015;Lawrence & Tar, 2018), the participant teachers in the current study generally had very positive attitudes toward using computers for teaching and learning purposes. They not only believed in the value of computers as an instructional tool for teachers, but they also emphasized its significance for learners with many perceived benefits.…”

Section: Discussionsupporting

confidence: 89%

“…The final point of inquiry aimed to find out teachers' perceptions of school climate and support. Parallel to the findings of similar studies (Aydın, 2013;Rogosic, 2015;Everson & Prosser, 2019), the present study pointed toward a moderately positive school atmosphere especially among colleagues, but limited support of administration especially in terms of encouragement, technical support and sufficiency of facilities. Contrary to the findings of Aydın (2013) and Rogosic (2015), majority of the teachers in this study perceived that they were not encouraged by the administration to integrate technology.…”

Section: Discussionsupporting

confidence: 88%

“…They especially felt confident using PowerPoint to present, email to communicate, or the Internet to meet their educational goals. However, in relation to the integration of less commonly used software and applications, their self-confidence level was lower, supporting the findings of Aydın (2013) and Rogosic (2015). Teachers' responses also indicated their lack of confidence in teaching students how to make their own pages.…”

Section: Discussionsupporting

confidence: 61%

See 3 more Smart Citations

Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study

Önalan¹,

Kurt²

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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When technology is integrated into instruction in conjunction with effective teaching practices, it can enrich and enhance teaching and learning processes. With the changes in the nature of education wrought by advances in technology, teachers' key role in the successful integration of technology into the classroom has gained further significance. Therefore, it has become critical to understand the factors affecting teachers' technology integration. The present case study conducted with 70 university-level Turkish EFL teachers focuses on the factors affecting teachers' technology integration practices and specifically explores teachers' knowledge about computer software programs, personal computer-use habits, attitudes toward and self-confidence in integrating computer-based technologies into teaching, and their views about school climate and support. Analysis of the data coming from a questionnaire demonstrates that teachers know well about commonly-used software programs, they have positive attitudes toward using technology in their teaching, they have a high level of self-confidence in integrating technology into their teaching, they enjoy positive school climate among colleagues, but they see limited support from administration especially in terms of technological infrastructure and instructional encouragement. The findings of this study have implications regarding technology integration in the classroom in that teachers need to be provided with ample technology, along with administrative and technical support as well as continuous training specifically designed to address their identified needs in technology use and integration.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 61%

See 2 more Smart Citations

Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study

Önalan¹,

Kurt²

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

View full text Add to dashboard Cite

show abstract

“…Rodriguez et al (2012b) developed a conceptual framework for the sustainable adoption of technology-enhanced learning environments. Rogosic (2015) focused on the construct validity of the questionnaire measuring technical and socio-psychological factors which affect successful integration of ICT into education. Rodriguez et al (2010) developed a monitoring and evaluation scheme for an ICT-supported education program in schools.…”

Section: Studies Of Ict In Relation To the Education Have Been Made Bmentioning

confidence: 99%

The Exploration of the Relationships Between the Global Competitiveness, the Ict and Education

Yildiz

2016

Business, Management and Education

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Information and Communication Technology (ICT) is a key element for development and economic expansion. However, many of the developing countries appear to gain only small fraction of the advantages from the ICT sectors. Indeed, developed countries are taking the most of the advantages and opportunities brought by the use of ICT. Therefore, it is necessary to highlight the essential role and the significant relationship of ICT and education for gaining the competitive advantage. In this regard, this study investigates the complex relationships of some of the global competitiveness indicators of the ICT, education and the business sophistication and innovation factors. In this study, several statistically significant relationships are explored by applying canonical correlation analysis. These findings and significant statistical results are highlighted.

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Teachers' Self-efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age

Šabić¹,

Baranović²,

Rogošić³

2021

Informatics in Education

Self Cite

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The purpose of the study is to examine the moderating effect of age on gender differences in teachers' self-efficacy for using information and communication technology (ICT) in teaching as well as possible variables underlying this effect. Following Bandura's conceptualisation of selfefficacy, we defined teachers' self-efficacy as their confidence in performing specific tasks that require the integration of ICT into the teaching practice. The study was conducted via an online questionnaire on a sample of 6613 elementary and upper secondary school teachers in Croatia. The hierarchical multiple regression analysis was applied. The findings indicate minor gender differences in self-efficacy for using ICT that are more prominent among older teachers and practically nonexistent among younger teachers. These effects remain statistically significant after controlling for the type of school where the teacher works, perceived technical and professional support for using ICT in school, and frequency of use of computer programmes in teaching. The interaction effect ceases to be statistically significant after the introduction of length of computer use in teaching and/or attitudes towards computers in the model, indicating that these two variables have a role in low self-efficacy for using ICT among older female teachers. A similar level of self-efficacy for using ICT among young male and female teachers is an encouraging finding which could hopefully be followed by gender equality in other aspects of ICT use. The findings suggest that strategies for enhancing ICT self-efficacy should be particularly targeted at older female teachers. This study contributes to a better understanding of the underresearched topic of gender differences in teacher's ICT self-efficacy.

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Construct Validity of the Questionnaire Measuring Technical and Socio-Psychological Factors which Affect Successful Integration of ICT into Education / Konstruktna valjanost upitnika kojim se ispituju tehnički i socio-psihološki čimbenici koji utječu na u

Cited by 6 publications

References 9 publications

Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study

Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study

The Exploration of the Relationships Between the Global Competitiveness, the Ict and Education

Teachers' Self-efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age

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