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

Abstract

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.

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

“…However, several studies suggest that technology is often under-used by pre-service teachers and beginning teachers (Agyei & Voogt, 2011;Chien et al, 2012;Sadaf, Newby, & Ermer, 2012). Moreover, it seems that only a small number of pre-service and beginning teachers are able to use technology in diverse and flexible ways (Authors, 2012;Bate, 2010;Gao, Wong, Choy, & Wu, 2011 Knowledge (TPACK).…”

“…Agyei & Voogt, 2011;Banas, & York, 2014;Jang, 2008;Niess, 2005). To illustrate, the "Preparing Tomorrow's Teachers to Use Technology" (PT3) programme provided funds to support the development of teacher technology learning experiences (see Authors, 2012).…”

Influencing Factors and Integration of ICT into Teaching Practices of Pre-service and Starting Teachers

“…This indicates that teachers are the main determiners to what extent they will apply educational changes in their teaching practices. In this regard, the related literature (e.g., Ertmer, 1999;Jung, 2005;Mumtaz, 2000;Sang et al, 2011;Somekh, 2008;Pamuk & Peker, 2009;Vanderlinde et al, 2015), ICT-related courses and pedagogical courses in the teacher-training programme (HEC, 2006), theories, models and conceptual frameworks aiming to understand teachers' intention or actual use of ICT in teaching practices (e.g., Agyei & Voogt, 2011;Davis, 1989;Drent & Meelissen, 2008;Ajzen, 1991;Venkatesh et al, 2003) were reviewed to account for the factors influencing teachers' use of technology in their teaching practices. As a result of the review, the researchers presented the proposed research model of ICT integration in Figure 1.…”

“…Teacher education institutions have also confronted the challenge to improve in-service teacher education and prepare pre-service teachers to successfully integrate ICT into teaching and learning process (Sang et al, 2010). According to Agyei and Voogt (2011), these institutions need to teach the pedagogical issues in relation to technology to pre-service teachers to enhance their ICT competence and increase their experience to integrate technology in their future classes. Teacher education institutions play a significant role in pre-service teachers' acquisition of ICT competence for their prospective teaching practices in K-12 setting through ICT.…”

Technologies Teacher Educators Model to Pre-Service Teachers in Methods Courses

“…Findings suggest that technology is mostly under-used by preservice teachers and beginning teachers (Dawson, 2008;Kirschner & Selinger, 2003). Aprt from ill preparation, several other factors influence new teachers to adopt technology, and among these is the quality and quantity of preservice technology exposure and experiences included in their teacher education programs (Agyei & Voogt, 2011;Drent & Meelissen, 2008).…”