ICT integration in teachers’ lesson plans: a scoping review of empirical studies

König, Johannes; Heine, Sandra; Jäger-Biela, Daniela; Rothland, Martin

doi:10.1080/02619768.2022.2138323

Cited by 16 publications

(7 citation statements)

References 60 publications

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“…The study showed that unstable internet access restricts FAA lecturers' and students' learning, while social media usage promotes excessive use that does not necessarily culminate in meaningful learning. The findings support previous studies that found the extent to which digital technology was used had exponentially influenced the technological literacy of FAA lecturers (König et al, 2022;Moll et al, 2022;Molotsi et al, 2023). Moreover, in addressing the complex demands of ICT integration in teaching and learning, it is essential for lecturers to explicate and reflect on their pedagogies and tools in planned lectures (König et al, 2022;Moll et al, 2022;Molotsi et al, 2023).…”

Section: Findings and Discussionsupporting

confidence: 87%

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

Ajayi,

Luckay

2023

J. educ. (Univ. KwaZulu-natal)

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Digitisation has transformed art education. This study examines the trends and challenges faced by higher education art lecturers in fine and applied arts (FAA) in Nigeria, focusing on technological literacy- specifically, the availability, accessibility, and usability of digitised teaching and learning tools. A technology-based theoretical framework, namely van Dijk's (2005) resource and appropriation theory formed the theoretical framework. This qualitative study was conducted at two higher education institutions in Lagos State, Nigeria. Data were collected from 20 student teachers and four FAA lecturers through semi-structured interviews, focus group discussions, and classroom observations and analysed by generating themes. The findings suggest that FAA lecturers are guided by their technological literacy-creating pathways for digital usage and access for teaching and learning. The study could encourage curriculum planners to develop policies that advance technological literacy that meet the needs of art education in a global society.

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Section: Findings and Discussionsupporting

confidence: 87%

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

Ajayi,

Luckay

2023

J. educ. (Univ. KwaZulu-natal)

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“…More specifically, teachers' belief about their ability to successfully implement information technology integration behavior is closely related to TPACK, and it is one of the vital factors affecting decision-making and the use of technology in class (Abbitt, 2011). The research has confirmed that when teachers have a strong belief in information technology integration and believe that learning and using technology is interesting, important and useful, they will have a stronger motivation to improve the ability of information technology integration, and then obtain a higher level of TPACK (Anderson and Maninger, 2007;Hsu et al, 2017;König et al, 2022). Conversely, teachers with high TPACK levels but low information technology integration self-efficacy, perhaps, do not use these skills effectively (Kaşci and Selçuk, 2021).…”

Section: The Relationship Between Information Technology Integration ...mentioning

confidence: 76%

The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis

Zeng

Wang²,

Li³

2022

Front. Psychol.

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Using the method of meta-analysis, this study explored the relationship between teachers' self-efficacy and TPACK in the context of educational information technology integration and focused on the moderating variables that affect the relationship. Through literature search, 28 independent effect sizes with 7,777 subjects were obtained. Heterogeneity test illustrated that random effects model is appropriate. Funnel plot and Begg and Mazumdar's rank correlation test found there was no publication bias in this meta-analysis. After effect size test, it followed that teachers' information technology integration self-efficacy was significantly positively correlated with TPCK (r = 0.607, P < 0.001). The moderating effect test indicated that the relationship was moderated by the subjects' career stages, but not by gender, teaching stages, disciplines, and measurement tools.

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“…Janssen et al (2019) maintain that "successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation" (p. 115). That means that it is necessary that teachers explicate and reflect (Schön 1983) on the specific methods and tools they include in planned lessons so that complex demands of ICT integration in teaching and learning are appropriately addressed (König et al, 2022).…”

Section: Resultsmentioning

confidence: 99%

Innovations in technology education toward technological literacy – A study of two high schools in South Africa

Luckay,

Marthinisen

2023

AJTE

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Over the past two decades, South Africa has emphasised the need for school learners to be technologically literate by the end of high school. Specifically, South Africa’s Department of Education (2007) and the Department of Basic Education (2019) stated that it was critical for high school learners to be technologically literate by the end of their schooling. The inclusion of Technology as a subject within the South African education policy framework was considered an important innovation, an attempt at making the curriculum compatible with the skills needed of a globalised economy (Ankiewicz, 2020). Given this context, the goal for teaching Technology as a school subject should enable both learners and teachers to acquire skills, values, knowledge, and attitudes to become critical and creative thinkers and developers. There is a need to continuously explore ways to promote the effective teaching and learning of Technology at high school level. This study explores the teachers’ adoption of ICT into the teaching of the school subject Technology in two Cape Town high schools. The theoretical framework drawn on in this study is the RAT model (Hughes et al., 2006), which helps in the understanding of an individual learners’ and teachers’ personal experiences of teaching, and understanding technology’s role in teaching, learning, and curricular practices. The study explores the presence or absence of ICT adoption and utilisation in the teaching of Technology, as well as techniques that were applied within pedagogical practices. The research design was a multiple case study at the two schools in the Province of the Western Cape. A qualitative approach was used to collect and analyse the data. Semi-structured interviews with both the Grade 9 learners and teachers were conducted. Focus group discussions were conducted with the learners at the selected high schools, herein referred to as School A and School B. Based on the findings, recommendations will be disseminated to the Department of Basic Education in raising the learners’ levels of technological literacy through innovative teaching and learning strategies.

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ICT integration in teachers’ lesson plans: a scoping review of empirical studies

Cited by 16 publications

References 60 publications

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis

Innovations in technology education toward technological literacy – A study of two high schools in South Africa

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