Effects of Technology Integration Education on the Attitudes of Teachers and Students

Christensen, Rhonda

doi:10.1080/15391523.2002.10782359

Cited by 233 publications

(178 citation statements)

References 15 publications

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“…Adoption of technology is conceived as a process that develops through different stages. From being aware and informed about the possibilities of technology in education to a more routine utilization of technology in classroom practice and finally to creative uses of technology for teaching and learning (Christensen, 1997;Christensen & Knezek, 2002;Sandholtz, Ringstaff, & Dwyer, 1997).…”

Section: Technology Integrationmentioning

confidence: 99%

“…Pelgrum and Anderson (1999) concluded that an increasing number of teachers have been introduced to basic technology competencies, but most of them lack competencies related to the pedagogical use of technology. Christensen andKnezek (2002, 2008) developed the Will Skill Tool model (WST model), in which teachers' will, skill and access to technology tools are all postulated to be necessary components for effective integration of technology into the teaching and learning environment of the classroom. The models' key elements are: will (which Christensen & Knezek conceptualize as computer attitude) of the teacher, skill (which they conceive as technology competence), and tools (which needs to be understood as access to technology tools).…”

Section: A Conceptual Framework For the Study: The Will Skill Tool Modelmentioning

confidence: 99%

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Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

Agyei

Voogt

2011

Computers & Education

220

109

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a b s t r a c tResearch has shown that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study focuses on the will, skill and tool as essential measures for the predictability of technology integration, reported by the study participants and measured by stages of adoption of teachers in Ghana. Attempts are made to explore the extent to which these parameters differ among the teachers and also influence technology integration. Furthermore, the parameters are proposed for use in modelling the process of technology integration for these teachers. Well validated instruments spanning the areas of attitudes, competencies, access and technology integration proficiencies were used to collect data from 120 mathematics prospective teachers and 60 practicing mathematics teachers from Ghana. The data was analyzed using regression analysis. The results indicated that lack of teacher anxiety was the most important dimension of attitudes, and that skill is the strongest predictor of classroom integration of technology for the teachers. Significant differences existed between practicing and prospective teachers' computer anxieties, competencies, and access levels.

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Section: Technology Integrationmentioning

confidence: 99%

Section: A Conceptual Framework For the Study: The Will Skill Tool Modelmentioning

confidence: 99%

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

Agyei

Voogt

2011

Computers & Education

220

109

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“…4;2013 96 instruction. Hence, attitudes toward technology were found to be an important element in the successful integration of technology (Christensen, 2002). Molenda and Sullivan (2003) indicated that many colleges and universities are coming to understand that their technology investments are unlikely to have an impact on improved teaching and learning until they actively support faculty use.…”

Section: Introductionmentioning

confidence: 99%

The Level of E-Learning Integration at the University of Jordan: Challenges and Opportunities

Al-Shboul

2013

IES

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E-Learning is playing a significant role in education to improve students' skills and teach them new ways for managing their knowledge and information. Many universities and institutions of higher education have recognized the value of the Internet in changing the way people learn. Traditional classroom courses can be augmented with interactive materials on the Web and old fashioned courses can be transformed into e-Learning environments. However, few academic institutions have been able to embrace e-Learning in a way that enables widespread innovative uses of educational technology throughout the institution. Despite the fact that there are some cases of Faculty in Jordanian Universities carrying their own experiments and using trial and error to search for innovations to enhance their courses, these efforts are not matched with a large-scale institutional support and structure to move these initiatives from innovations to standards. We need to spread the culture of using e-Learning technology to enhance the quality of learning. Thus, this study aims to investigate the degree of e-Learning integration at the University of Jordan. Specifically, the purpose of this study was to identify potential factors related to the use of e-Learning tools by faculty members (users and non-users) at this University. This study was conducted during the Fall Semester of 2012/2013 with a population consisted of 1314 faculty members. Overall, the results of this study revealed that an increase in salary, teaching workload, and training are the most important factors related to faculty use of e-Learning tools at this Jordanian university. Furthermore, the results showed that faculty rank and perceived use of e-Learning tools were related to the level of faculty use of e-Learning.

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“…Research continues to suggest little progress is being made in effecting sustained positive change in the integration of computers in classroom teaching and learning (Christensen, 2002;Cuban, 2001;Fullan, Hill & Crevola, 2006;Means, 2000Means, /2001 in both elementary and secondary school. There have been many instances of research-based programs that have aimed to rectify this situation.…”

Section: Introductionmentioning

confidence: 99%

Teacher Professional Growth in an Authentic Learning Environment

Slepkov

2008

Journal of Research on Technology in Education

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Effects of Technology Integration Education on the Attitudes of Teachers and Students

Cited by 233 publications

References 15 publications

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

The Level of E-Learning Integration at the University of Jordan: Challenges and Opportunities

Teacher Professional Growth in an Authentic Learning Environment

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