Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct

Knezek, Gerald; Christensen, Rhonda

doi:10.1007/s12528-016-9120-2

Cited by 143 publications

(107 citation statements)

References 15 publications

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“…Following the theory of planned behavior ( Ajzen, 1991 ), the attitude towards a behavior is one of three predictors for behavioral intention. Moreover, the will, skill, tool model implies attitudes are a predictor for the actual use of technology ( Knezek & Christensen, 2016 ). Indeed, Scherer and Teo (2019) identified in their meta-analysis that attitudes are a significant predictor for teachers’ intention to use technology; however, they did not consider the actual use, which might be problematic ( Nistor, 2014 ).…”

Section: Technology-related Ksamentioning

confidence: 99%

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Seufert

Guggemos

Sailer

2021

Computers in Human Behavior

149

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This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA. To this end, we introduce the concept of augmentation strategies.

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Section: Technology-related Ksamentioning

confidence: 99%

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Seufert

Guggemos

Sailer

2021

Computers in Human Behavior

149

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“…As mentioned by Lawrence and Tar (2018), Information and Communication Technologies (ICT) are increasingly important in our daily lives and in our educational system. On the other hand, it should be noted that there is currently a growing demand from educational institutions to use ICT to teach the skills and knowledge that students need for the digital age (Knezek and Christensen, 2016).…”

Section: Ict Integrationmentioning

confidence: 99%

“…There is availability of global resources such as digital libraries where professors, students, and professionals can access and share research and course materials anytime and anywhere 24 hours a day, seven days a week (Suá rez, Almerich, Orellana y Dí az, 2018). New educational approaches are possible in the process of teaching and learning through the adoption and integration of ICTs, which provide higher order skills such as solving complex real world problems, improving the perception and understanding of the learning process (Knezek and Christensen, 2016).…”

Section: Introductionmentioning

confidence: 99%

Integration of ICTS and Digital Skills in Times of the Pandemic Covid-19

Manco-Chavez¹,

Hernández²,

Buendia-Aparcana³

et al. 2020

IJHE

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In these times of global tragedy due to the pandemic that caused COVID-19, distance learning relies on the resources of the digital field, as well as on the management of ICT and the development of digital skills. Therefore, this research has been aimed at corroborating the existing links between the integration of ICT and digital skills pandemic times. A study with a quantitative, non-experimental, cross-sectional, correlational approach was developed. The sample consisted of 168 students from a public university in Lima, Peru. Two tools were adapted: 1) integration of ICT, 18 items and 2) digital skills, 30 items, with reliability coefficients by Cronbach's Alpha of 0.976 and 0.889, respectively. The questionnaires were developed and taken through Google forms. The results showed that the level of integration of ICT was high (89.9%) as well as digital skills (86.9%). Spearman's Rho correlation analysis concluded that there was a positive and high relationship between integration of ICT and digital skills (0.761, p < 0.05). Finally, discussions were raised about the development of aspects related to ICT during the current pandemic.

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“…Research has validated strong predictive models for ICT use in the workplace (Davis, ; Venkatesh, Morris, Davis, & Davis, ) and this research led to development of the “skill, will, tool” model designed for the K‐12 education context (Knezek & Christensen, ). Subsequent research incorporated demographic variables, access, experience and teacher perceptions (Aramide, Adebayo, & Ladipo, ; Hsu & Kuan, ); research also confirmed and extended the “skill, will, tool” model for teachers (Knezek & Christensen, ; Petko, ). There is a need to test the skill, will, tool model predicting ICT use among secondary students.…”

Section: Introductionmentioning

confidence: 89%

Predicting Web 2.0 use among US teens—Expanding the power of the skill, will and tool model

Grant¹

2019

Brit J Educational Tech

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There is a need to understand antecedents to US teens’ use of information and communication technology (ICT). Research on the “digital divide” for access to ICT reports conflicting findings based on gender and demographic factors of parent income and education. This study expanded the “tool‐will‐skill” framework to examine how demographic factors, access to ICT tools, teen will factors and social networking skill explain variation in Internet use among US teens. The study analyzed national data from Pew Research Center’s survey of 1,060 US teens. Principal component analysis (PCA) identified six latent variables for teen will. A pre‐diagram depicts a conceptual framework and causal assumption of relationships between demographic factors, tool factors (ie, Internet access, smartphone access and tablet access), will factors (from PCA) and skill factors (Facebook, Instagram, Snapchat and Twitter). Multiple linear path analysis was conducted, and results reported. Recommendations are suggested for instructional practice, educational policy and future research.

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Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct

Cited by 143 publications

References 15 publications

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Integration of ICTS and Digital Skills in Times of the Pandemic Covid-19

Predicting Web 2.0 use among US teens—Expanding the power of the skill, will and tool model

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