Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards

Gomez, Frank C.; Trespalacios, Jesús; Hsu, Yu-Chang; Yang, Dazhi

doi:10.1007/s11528-021-00639-z

Cited by 28 publications

(7 citation statements)

References 52 publications

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“…Similarly, the results did not agree with another study (Ayad & Ajrami, 2017) that revealed students and instructors did not find the wide use of ISTE standards. In this context, several studies (Gomez et al, 2022;Hakami, 2019;Ibrahem & Ashaelah, 2020) showed that the degree of ISTE standards availability among students from their point of view is intermediate.…”

Section: Discussionmentioning

confidence: 99%

ISTE Standards Implementation in Higher Education: An Exploratory Study of Prince Sattam bin Abdulaziz University, Saudi Arabia

Bingimlas

2023

JCT

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This study aims to explore the extent of utilization of the ISTE standards for students in higher education. It also aims to examine the impact of some demographic variables (gender, specialization, and academic degrees) on implementing the ISTE standards for the students. The researcher used a questionnaire method to collect the data from the students of Prince Sattam bin Abdulaziz University and sent it to the 626 participants who consented affirmatively and included 614 valid responses from them. A correlational analysis was carried out, and the statistical findings highlight that most of the participants signaled to achieve ISTE standards positively, and the availability of the standards was positive. The findings revealed statistically significant differences in responses between male and female students in all standards, with females outperforming males. Female participants exhibited a higher orientation in the use and implementation of the standards. However, the students' specializations and their respective degree programs made no significant difference in implementing the standards. The research overall finds efficacy in implementing the ISTE standards in all the universities for both the students and the teachers. It is recommended to embed these standards in the regular curriculum of the university's degree programs and create a regular mechanism to enhance awareness and provide training to the users to ensure efficacy in improving the educational standards.

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Section: Discussionmentioning

confidence: 99%

ISTE Standards Implementation in Higher Education: An Exploratory Study of Prince Sattam bin Abdulaziz University, Saudi Arabia

Bingimlas

2023

JCT

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“…Since then, random matrices have gradually gained wide attention in many fields of mathematics and physics [7]. In the 1960s, Gomez et al explored the idea of random matrices in-depth and published five excellent papers in 1962, regarded as the seminal works in the development of random matrix theory [8]. e random matrix theory has been skillfully applied to solve various scientific research and engineering practice problems-field, solving the channel capacity problem of MIMO communication.…”

Section: Related Workmentioning

confidence: 99%

Exploring the Application of the Random Matrix Thinking Model in Teaching English Predicate Constructions

Liu

Wen

2022

Mathematical Problems in Engineering

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This paper, the random matrix thinking model, studies the grammatical features of verbs on random matrix and logical relations and designs a model for teaching English predicate constructions by combining random matrix thinking and arithmetic rules. In this paper, an attention mechanism-based English predicate verb recognition method and a BERT-based English predicate verb recognition method are proposed for the characteristics of predicate verbs as the focal point of sentences. Since the attention mechanism can obtain the long-distance semantic dependency information in the sentence, the attention mechanism-based method can effectively improve the recognition performance of the predicate verb compared with the traditional way. The BERT-based English predicative verb recognition model improves the former approach by taking full advantage of the input corpus and improving the model performance. A random matrix-based predicate verb uniqueness discrimination method is proposed for the uniqueness of predicate verbs in sentences. By setting the classification fitting conditions, the data can be optimized to output and fully fit the global identity of the predicate verb in the penalty during the training process, and better results are achieved.

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“…Such measures might be incapable of covering all essential domains of being a teacher ( Avanzi et al, 2013 ; Karbasi and Samani, 2016 ) or even teaching. For example, integrating technology into teaching ( Gomez et al, 2022 ) and enhancing democratic cooperation among students ( Wheatley, 2005 ), which could truncate TSE’s predictability ( Bandura, 2012 ). Recent research has also identified certain deficiencies in validating procedures used in the most commonly applied TSES.…”

Section: Introductionmentioning

confidence: 99%

Measuring teacher self-efficacy: Validating a new comprehensive scale among Chinese pre-service teachers

Luo

Cavanagh

et al. 2023

Front. Psychol.

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Challenges exist in the validating procedure and comprehensiveness of the existing TSE measurements, though advancements have been achieved. Also, less consistencies have been received regarding teacher self-efficacy measurement in Chinese context so that the study developed and validated a new comprehensive scale for this construct. A total of 854 Chinese pre-service teachers responded to 40 purposely selected teacher self-efficacy items, together with the Generalized Self-Efficacy Scale, the agreeableness subscale of the Big Five Inventory, and items on their effectiveness of teaching practicing and intention to be a teacher. Exploratory factor analyses revealed two distinct factors, one factor (Ethos) focused on the general school climate, harmony, and cooperation, as well as teachers’ own professional development, the other (Teaching) focused on aspects of classrooms and student learning. Confirmatory and second-order factor analysis supported the existence of two factors and also indicated one overarching construct of teacher self-efficacy. Both domains were significantly correlated with general self-efficacy and agreeableness, with either moderate or low correlations. Significant differences in teacher self-efficacy for Ethos and Teaching were found between pre-service teachers who reported higher levels of effectiveness during their professional placement and greater intention to be teachers compared to those with lower self-ratings. In addition, a 20-item short version of the scale was developed, and the same factorial structure was confirmed. This study validated the two-factor structure of a newly developed teacher self-efficacy scale that covers domains both within and outside classroom teaching. Limitations and implications are discussed.

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Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards

Cited by 28 publications

References 52 publications

ISTE Standards Implementation in Higher Education: An Exploratory Study of Prince Sattam bin Abdulaziz University, Saudi Arabia

ISTE Standards Implementation in Higher Education: An Exploratory Study of Prince Sattam bin Abdulaziz University, Saudi Arabia

Exploring the Application of the Random Matrix Thinking Model in Teaching English Predicate Constructions

Measuring teacher self-efficacy: Validating a new comprehensive scale among Chinese pre-service teachers

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