Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs

Ifinedo, Eloho; Rikala, Jenni; Hämäläinen, Timo

doi:10.1016/j.compedu.2019.103760

Cited by 110 publications

(84 citation statements)

References 117 publications

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“…However, the study by Lau and Sim (2008) found that older teachers were more likely to use computer technology than younger teachers. Conversely, there were recent studies also that showed no significant relationship between age and ICT integration in teaching (Aramide et al 2015;Farjon et al 2019;Gil-Flores et al 2017;Ifinedo et al 2020;Siddiq et al 2016).…”

Section: Demographic Variables and Ict Integration In Teachingmentioning

confidence: 95%

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

et al. 2021

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The proliferation of information and communication technologies (ICT) in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. ICT use and integration in teaching then, becomes an essential component of pedagogical processes to have an effective teacher–student interaction and to optimize learning. While past studies have already established evidence that attitude toward ICT (will), ICT skills (skill), and availability of ICT resources (tool) elements are indeed important contributors to the integration of ICT in teaching, little attention has been paid yet to differences in these elements and in this model of ICT integration between subject areas of science and mathematics. Thus, this study aims to examine the significant differences in these factors between science and mathematics (S&M) teaching guided by the Will–Skill–Tool (WST) model developed by Christensen and Knezek (2001, 2008). Using independent samples t test and multiple linear regression, results show that science teachers had higher scores in will, skill, tool, and ICT integration indices compared to mathematics teachers. Findings also revealed that WST model of ICT integration differs between science and mathematics areas, particularly in terms of which among the factors had the strongest influence on ICT integration. The study recommends distinct approaches in providing capacity training development on ICT integration for teachers considering the context of subject specific area.

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Section: Demographic Variables and Ict Integration In Teachingmentioning

confidence: 95%

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

et al. 2021

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“…Research draws attention to a number of demographic characteristics that are correlated with teacher use of technology. Gender (e.g., Islahi 2019;Tondeur et al 2008), previous experience with technology (Ritzhaupt et al 2012;Ifinedo et al 2020), and teaching experience (Inan and Lowther 2010) are among the factors demonstrated effective in technology use. For instance, female teachers' use of technology was reported lower compared to their male counterparts .…”

Section: Demographic Variables As Controlmentioning

confidence: 99%

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Doğan

Dogan

2020

Educ Inf Technol

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The purpose of this study was to examine the effect of technology support, teachers’ confidence in using technology, their beliefs about using technology, and their perceived skills on the use of instructional and application software. The data we used were from 1335 K-12 teachers involved in the Technology Uses and Perceptions Survey (TUPS) study. Teachers were located in 40 different institutions across the state of Florida. According to the findings of this study, the most significant factor in the instructional and application software use of teachers was found as perceived technology skills. Therefore, professional development for perceived skills or technology competencies of teachers might contribute to increasing the instructional or application software use of teachers. In terms of confidence and comfort using technology, they both had direct and positive effects on instructional and application software. Also, the total effect of support from technology specialists for instructional software use is more than application software use. As evidenced by the models developed in this research, teachers’ perceived technology skills for instructional and application software use directly and positively affected their beliefs on usefulness. Our effort to provide more emphasis on the combined effect of a collective set of factors to explain teacher use of technology leads us to address the gaps in the literature on technology use (i.e., the effect of demographic factors and technology availability).

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“…Today, the use of ICT in education is a handicap for teachers themselves, who do not fully ensure the success of educational practices with technological resources [7]. The issue is not limited to basic infrastructure equipment, but also to aspects related to its adoption in the classroom, the ability to clarify the educational opportunities it offers and to know the pedagogical paths that lead to its implementation [8].…”

Section: Introductionmentioning

confidence: 99%

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

et al. 2020

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Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms.

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Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs

Cited by 110 publications

References 117 publications

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

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