Coping with the new norm: ICT-pedagogy integration awareness and competencies of TEI faculty

Abstract

This study examined the Information and Communications Technology (ICT) - pedagogy integration awareness and competencies of faculty members of a teacher education institution (TEI). Descriptive research method was employed through the use of survey questionnaire to collect data. Fifty (50) faculty members served as respondents in this study. Most of the respondents perceived themselves to be extremely aware of utilizing ICT tools/ equipment and moderately aware of using application software despite reporting that they were self-taught in acquiring basic ICT skills. They were also found to be proficient in terms of level of competency in integration. It was also discovered that most areas of their competency were significantly related to respondents’ awareness in using ICT. This paper suggests that higher education institutions should devise innovative teacher training programs that will increase the ICT pedagogy awareness and integration of teacher education faculty members.

Pre-Service and In-Service Teachers’ Views on Gamification

“…A favorable evaluation of gamification in education turned out to be the strongest predictor of intention to use gamification. Furthermore, we partly confirmed our predicted model as attitude mediated the relationship between tested familiarity with gamification, past use, and openness to experience and intention of future use, which matches findings of similar research on ICT adoption [17]- [19], [30]- [32], [42], [43]. Self-assessed knowledge of gamification did not predict future intention to use it in any way, and openness contributed only through a positive attitude, while other personality traits did not play a significant role.…”

“…For instance, multiple studies showed attitudes toward technology significantly predict teachers' intention to use said technology and also help explain the relationship between behavioral intentions and other constructs [3]. Knowledge or awareness is one such variable as it is an important predictor of behavior, either directly as familiarity with an object such as ICT tools makes it more likely to use it as part of instruction [17], or indirectly through forming more positive attitudes [18], [19].…”

The Efficacy of Promoting Financial Literacy with MOOC among Economics Pre-Service Teachers

“…Furthermore, previous research has found that ICT benefits learners (Gaboy et al, 2020), particularly in financial literacy (Amagir et al, 2019), which is consistent with the results of this study. Both types of research addressed visual aids, as well as videos that can help people to learn more about money.…”

“…In addition, previous research mentioned that ICT significantly benefits learners (Gaboy et al, 2020), especially in financial literacy (Lusardi et al, 2015), which is similar to the results found in this study. Both studies also mentioned visual tools; videos that can enhance financial literacy more interactively.…”

“…Studies also reported that online learning is able to enhance problem-solving (Yeen-Ju et al, 2015). On the other hand, online learning also promotes accountability (Pulukuri & Abrams, 2020), as well as the decisionmaking ability of learners (Galvis, 2018;Compen et al, 2020).…”