Developing a Scale to Assess Teachers’ Perceptions towards Using Web 2.0 Tools in Lectures (TPUWL Scale)

Yıldırım, Bekir; Akkuş, Adem

doi:10.17275/per.20.38.7.3

Cited by 6 publications

(1 citation statement)

References 27 publications

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“…from prior research[79][80][81][82][83], and it included the constructs of the proposed model which are attitude (AT), self-efficacy (SE), digital competence (DC), digital tools use (DTU), and ICT integration (ICTI). The code of constructs and number of indicators are shown in Table…”

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confidence: 99%

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Peng,

Abdul Razak,

Hajar Halili

2023

PLoS ONE

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Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers’ technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers’ ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers’ ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.

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confidence: 99%

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Peng,

Abdul Razak,

Hajar Halili

2023

PLoS ONE

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Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling

Peng

Razak

Halili

2023

Humanit Soc Sci Commun

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The integration of Information and Communication Technology (ICT) can significantly improve teaching and learning outcomes, but various factors determine the degree to which ICT is integrated into educational practices. This study used quantitative methodology to examine four key factors that impact in-service teachers’ ICT integration and how they interact with each other. Data was collected through snowball sampling from 685 in-service teachers in Henan Province, China. Using partial least squares structural equation modeling (PLS-SEM), the study analyzed four factors from the Technology Acceptance Model 3 (TAM 3) and the Will-Skill-Tool model (WST model): attitudes (AT), self-efficacy (SE), digital competence (DC), and digital tools utilization (DTU). The findings revealed that all four elements exerted a noteworthy influence on the integration of ICT by in-service instructors. Meanwhile, attitudes, digital competence, and digital tools utilization have a mediating effect in this research. Additionally, the study examined how gender, age, and teaching experience influence these factors and ICT integration. The findings revealed that females exhibit higher levels of positive attitudes and digital competence than males, while teachers aged 31–35 years have stronger digital abilities, digital tool use, and ICT integration compared to younger or older teachers. Furthermore, teachers with less than three years of teaching experience exhibit significantly stronger attitudes, self-efficacy, digital competence, and ICT integration than those with more than ten years of experience. The implication of the study provides valuable insights for designing effective ICT-based instruction and developing teacher education and educational technology programs aimed at promoting ICT integration in the classroom.

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In-Service Teachers’ Perceptions Towards Using Web 2.0 Tools

ÇETİNEL

ÖZDEMİR

Önal

2022

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Son yıllarda, internet teknolojisi kullanımında yaşanan dönüşüm, Web 2.0 araçlarının ortaya çıkmasına sebep olmuştur. Bu teknolojiler, öğrencileri aktif ve işbirliğine dayalı bir eğitim ortamına dâhil ederek öğrenci merkezli ve teknoloji odaklı öğrenmeyi geliştirme potansiyelleri nedeniyle eğitimcilerin dikkatini çekmiştir. Açıkça ifade etmek gerekirse bu araçlar, tüm dünyada uzaktan eğitime zorunlu bir geçişe yol açan Covid-19 salgınının, aniden patlak vermesi nedeniyle son zamanlarda ön plana çıkmıştır. Buna göre, bu çalışmanın amacı, öğretmenlerin Web 2.0 araçlarını kullanmaya yönelik algılarını incelemektir. Bu çalışmada, öğretmenlerin Web 2.0 teknolojilerine yönelik algılarını araştırmak için nicel tanımlayıcı anket araştırma deseni kullanılmıştır. Veriler, 22 maddeden oluşan beşli Likert tipi bir ölçek aracılığıyla toplanmıştır. Katılımcılar, Isparta ve Afyonkarahisar illerinde devlet okullarında görev yapan 285 öğretmendir. Öğretmenlerin Web 2.0 araçlarına yönelik genel algılarının yüksek olduğu sonucuna varılmıştır. Çalışmada elde edilen bulgular, öğretmenlerin web 2.0 teknolojilerine karşı algılarının cinsiyet, branş ve deneyim yönünden bir değişiklik göstermediğini ortaya koyarken, okul seviyesi, dijital okuryazarlık düzeyi ve uzaktan eğitim deneyimi söz konusu olduğunda önemli farklar gözlemlenmiştir.

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Developing a Scale to Assess Teachers’ Perceptions towards Using Web 2.0 Tools in Lectures (TPUWL Scale)

Cited by 6 publications

References 27 publications

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling

In-Service Teachers’ Perceptions Towards Using Web 2.0 Tools

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