Factors that influence student teacher’s interest to achieve educational technology standards

Kadijevich, Dj.; Haapasalo, Lenni

doi:10.1016/j.compedu.2006.05.005

Cited by 20 publications

(10 citation statements)

References 12 publications

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“…In this respect, our study complements other proposals made from different perspectives. By way of example, it is worth mentioning models that determine the importance of digital competences in higher education lecturers (Jeffs & Banister, 2006;Masood, 2010;Naci & Ferhan, 2009;Rong & Ling, 2008), to which it is necessary to add those studies describing the importance of standards related to digital competences in the training of higher education students (Alan & Pitt, 2010;Hong & Jung, 2010;Kadijevich & Haapasalo, 2008;Kaminski, Switzer, & Gloeckner, 2009;Li-Ping & Jill, 2009;Niederhauser, Lindstrom, & Strobel, 2007;Voithofer, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Along similar lines, NETS standards have inspired other studies (Kadijevich & Haapasalo, 2008;Masood, 2010;Naci & Ferhan, 2009;Rong & Ling 2008) (Ferrari, 2012), which involved 90 experts from universities and research centers. Finally, the following stand out in the specific Spanish context: the proposal for information literacy or ALFIN (Area, 2008); computer and information competences in degree studies (CRUE-TIC, 2009); and the IL-HUMAS project (Pinto, 2010).…”

Section: Introductionmentioning

confidence: 93%

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Delphi study for the design and validation of a questionnaire about digital competences in higher education

Andrés

Vila

Mira

2016

Int J Educ Technol High Educ

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The study of digital competence remains an issue of interest for both the scientific community and the supranational political agenda. This study uses the Delphi method to validate the design of a questionnaire to determine the perceived importance of digital competence in higher education. The questionnaire was constructed from different framework documents in digital competence standards (NETS, ACLR, UNESCO). The triangulation of non-parametric techniques made it possible to consolidate the results obtained through the Delphi panel, the suitability of which was highlighted through the expert competence index (K). The resulting questionnaire emerges as a good tool for undertaking future national and international studies on digital competence in higher education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 93%

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Andrés

Vila

Mira

2016

Int J Educ Technol High Educ

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“…Therefore, teachers' experiences with computer technology can have a significant effect on their acceptance and use of computers in teaching and learning (Drent & Meelissen, 2008;Hermans et al, 2008;Mueller, Wood, Willoughby, Ross, & Specht, 2008;Russel, Bebell, O'Dwyer, & O'Connor, 2003). Past studies have shown that teachers' computer experience boosts their confidence in using technology (Russel et al, 2003) and their interest in achieving educational technology standards (Kadijevich & Haapasalo, 2008). Further, Ritzhaupt, Dawson, and Cavanaugh (2012) reported that teacher's experience in teaching with technology positively influences their use of technology.…”

Section: Limitations Of the Tammentioning

confidence: 97%

Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia

Teo¹,

Milutinović

Zhou³

et al. 2016

Interactive Learning Environments

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This study examined pre-service teachers' intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers' experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers' intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section.

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“…Being challenged with the required transition from teacher-centered, lecture-based teaching to studentcentered, technology-based learning, today's educational reforms call for successful technologysupported teacher education programs. Such programs should be based on some suitable educational technology (ET) standards, like those developed by International Society for Technology in Education [7] . Research has evidenced that: (a) student teacher's intention to use educational technology is influenced by perceived usefulness of that technology not by his/her subjective norms concerning it [8] ; (b) student teacher's interest to achieve ET standards is primarily influenced by his/her computer attitude not by the institutional support concerning this achievement offered during his/her university study [9] ; and to develop student teacher's interest to achieve ET standards, the institutional support concerning this achievement offered during his/her university study should focus on developing his/her computer attitude [10] .…”

Section: Introductionmentioning

confidence: 99%

A Student-Centered Learning Model

Hesson¹,

Shad²

2007

American J. of Applied Sciences

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Based on the authors experience in applying different approaches of active learning and student-centered teaching, the main problem that prevented the achievement of the full advantages of these approaches is the lack of motivation of students for self-centered learning. A new model for a student-centered learning is presented in this work. This model is of teaching integrative thinking, based on existing models of creativity and synthesis. In this model, the student is put at the heart of a bigger learning process that includes instructors, specialists and the public. Usually students who are in the final year of their study will be the target of the application of this model as a part of a capstone course or final year project. This model promotes the research and thinking skills of the students as well as the gained motivation of self-learning as a result of being in contact with the specialists who might be their potential future employers. A proto-type web-based system based on this model was developed. Although it is applied on a sample of students from the Biology department, the system is readily expandable to any number of other disciplines without any complications or programming overheads. The results achieved from the application of this model were very encouraging.

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Factors that influence student teacher’s interest to achieve educational technology standards

Cited by 20 publications

References 12 publications

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia

A Student-Centered Learning Model

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