Contributing Factors to Pre-service Mathematics Teachers’ e-readiness for ICT Integration

Apeanti, Wilson Osafo

doi:10.21890/ijres.29797

Cited by 16 publications

(17 citation statements)

References 9 publications

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“…Furthermore, the school culture effected the teachers' attitudes towards technology integration (Apeanti 2016). When the teachers were respected and valued for their work, they were motivated to use technology more often (Tondeur et al 2016).…”

Section: School Culturementioning

confidence: 99%

“…Al-Qallaf and Al-Mutairi (2016) Teachers showed enthusiasm when using blogs to teach a foreign language and students were more motivated to work Attitude Apeanti (2016) The school culture effected the teachers' attitudes towards technology integration and effective technology training contributed towards teachers' positive attitudes and perceptions School culture Attitude Getenet et al (2016) The schools must provide the teachers with learning opportunities such as workshops on lesson design and on teacher instruction when using digital technology in the classroom…”

Section: Affecting Factorsmentioning

confidence: 99%

“…Further training preservice teachers with explicit instructions, fostered positive changes in their beliefs and behaviours towards technology integration (Rehmat and Bailey 2014). Research on pre-service teachers' self-efficacy beliefs could give insight on their confidence to integrate technology and allow for better pre-service teacher training (Lemon and Garvis 2016) while on the other hand effective technology training could contribute towards developing teachers' positive attitudes and perceptions (Apeanti 2016). It was noted that novice primary teachers experienced device conflict since they were still learning how to use technology in their teaching practice (Orlando and Attard 2016) which indicated that they were not experts in technology integration (Wake and Whittingham 2013).…”

Section: Teachers' Attitudementioning

confidence: 99%

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Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology

2018

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Digital technology is widely available in schools; however, results from international studies indicate that they are not effective toward students' educational achievement. Teachers need to realise the potential of digital technology in their daily practises and use them well. However, teachers need training and guidelines to develop their expertise when using technology for teaching and learning. Failure to do so might result in students lacking the necessary coping skills for their future life in the information age. This literature review aimed to find out what factors affect primary teachers' use of digital technology in their teaching practices, so as to suggest better training, which will eventually lead to a more guided and relevant use of technology in education. After applying the concept map to the data from the selected studies, four influencing factors were identified: teachers' knowledge, attitudes and skills, which are also influenced by and influence the school culture. From these findings, recommendations on teacher training with technology and suggestions for further research are given.

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Section: School Culturementioning

confidence: 99%

Section: Affecting Factorsmentioning

confidence: 99%

Section: Teachers' Attitudementioning

confidence: 99%

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Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology

2018

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“…The use of ICTs by teachers can help explain difficult concepts, so that students can easily understand these concepts. The ability to integrate ICT [26] in the learning process is a skill that must be present in teachers. Examples of integration of ICT are in information networks and computers, digital content, internet sites, multimedia, and others An important prerequisite for teacher ICT skills is the ability to use computer technology, facilitate the use of educational technology and digital material in the education system [19] [28].…”

Section: B Vocational Teachers Ict Skillsmentioning

confidence: 99%

Integration of ICT Skill Among Vocational School Teachers: A case in West Java, Indonesia

S.*¹,

Sumarto²,

Juanda³

et al. 2020

IJITEE

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vocational education, particularly vocational teachers. The demands of vocational teachers in the digital era to be expected to be able to develop learning skills by using concepts, ideas, and thoughts in solving problems through digital technology, so that teachers are able to integrate digital technology in the learning process. This study aims to analyze the level of ICT skills of vocational teachers in West Java. The data of this study were collected using quantitative methods, questionnaires were given to 185 vocational teachers who taught subjects in both public and private vocational schools. Questionnaire items related to the knowledge of teacher ICT skills is based on demographic factors. Data analysis used SPSS V. 23 using independent T-Test and one way ANOVA. The findings of ICT abilities based on demographic factors (age, gender, years of service, academic qualifications and teacher certification) are valued at P>.05. This means that all ICT skills of teachers based on their demographic factors do not have a significant difference. However with further analysis, the average ICT ability of vocational teachers diverse based on age, gender, years of service, academic qualifications and teacher certification. Another finding is that the ability of ICTs to use Microsoft Power point is still weak compared to the ability to use computers, Microsoft Word, Excel and the internet. So training is required to improve the ability of ICT vocational teachers in an effort to integrate ICT in the learning process in the classroom

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“…The explanatory variables (P≤0.25) were further checked for multicollinearity using the variance inflation factor (VIF) and tolerance factor (TF) before multivariable logistic regression analysis. Variance inflation factor values of greater than 3 or tolerance less than 0.1 were considered the cut-off points (Apeanti, 2016) for the collinearity diagnostics. Variables were also tested for interaction effects using cross-product terms.…”

Section: Data Management and Analysismentioning

confidence: 99%

Prevalence of bovine trypanosomosis and associated risk factor in Jimma Horro District, Kellem Wollega Zone, Western Ethiopia

Tulu¹,

Gebeyehu²,

Aseffa³

et al. 2018

J. Vet. Med. Anim. Health

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Trypanosomosis is a serious disease that causes a significant production loss in cattle. A cross sectional study was conducted in Jimma Horro District of Kellem Wollega Zone, Western Ethiopia to determine prevalence and associated risk factors of bovine trypanosomosis from October 2016 to October 2017. Blood samples from randomly selected 384 cattle of both sex and different age group were collected and examined with parasitological techniques. The overall prevalence of bovine trypanosomosis was 3.7% (14/384) in the study areas. The infection was highest due to Trypanosome congolense (50%) followed by Trypanosome vivax (28.6%) and Trypanosoma brucei (21.4%). Multivariable logistic regression analysis identified body condition as risk factors (P<0.05) for trypanosomosis in the district. However, there were no statistically significant difference observed among age groups, sex, skin color and different peasant associations (P> 0.05). The overall mean Packed Cell Volume (PCV) value was statistically significant difference between aparasitaemic and parasitaemic cattle (P< 0.05).The study showed that bovine trypanosomosis is one of the constraints to cattle production in Jimma Horro District. Hence, there is a need to create awareness about impact of disease on cattle production and appropriate control methods of trypanosomosis should be designed and implemented.

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Contributing Factors to Pre-service Mathematics Teachers’ e-readiness for ICT Integration

Cited by 16 publications

References 9 publications

Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology

Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology

Integration of ICT Skill Among Vocational School Teachers: A case in West Java, Indonesia

Prevalence of bovine trypanosomosis and associated risk factor in Jimma Horro District, Kellem Wollega Zone, Western Ethiopia

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