Instructional Technology Integration Models and Frameworks: Diffusion, Competencies, Attitudes, and Dispositions

Niederhauser, Dale S.; Lindstrom, Denise

doi:10.1007/978-3-319-71054-9_23

Cited by 22 publications

(13 citation statements)

References 41 publications

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“…It caused by attitudes towards technology integration affected the acceptance and use of technology in learning activities (Scherer, Tondeur, Siddiq, & Baran, 2018). However, this factor is still often ignored (Niederhauser & Lindstrom, 2018). The government is still focused on providing technology tools and facilities.…”

Section: Interpretation Of Interaction Effectsmentioning

confidence: 99%

“…The government is still focused on providing technology tools and facilities. They consider technology integration to take place automatically when technology is available (Baturay et al, 2017;Ertmer, 1999;Niederhauser & Lindstrom, 2018). Specifically, it can be seen from the "Smart City" program from the Aceh Province government.…”

Section: Interpretation Of Interaction Effectsmentioning

confidence: 99%

“…It means organizational factor can hamper individual factor in technology integration. According to Niederhauser (Niederhauser & Lindstrom, 2018), five factors influence the integration of technology into learning activities, namely environmental, technological, individual, organizational, and pedagogical considerations.…”

Section: Interpretation Of Interaction Effectsmentioning

confidence: 99%

“…Technology integration is a complex process that involves many interconnected factors, such as environmental, technology, individuals, organizations, and pedagogy (Niederhauser & Lindstrom, 2018;Sánchez, Marcos, González, & GuanLin, 2012). The success of technology integration cannot be seen only from the availability of technology.…”

Section: Introductionmentioning

confidence: 99%

“…Individual factor such as teachers' attitudes in technology integration and teachers' technology competencies can influence technology integration (Buabeng-Andoh, 2012; Karaca, Can, & Yildirim, 2013;Yerdelen-Damar, Boz, & Aydın-Günbatar, 2017). Attitude or the disposition of individuals to regulate thoughts, feelings, and behaviors towards psychological objects (Birkollu, Yucesoy, Baglama, & Kanbul, 2017) is an indicator of the strength of their beliefs about the object and the critical aspect of those beliefs (Niederhauser & Lindstrom, 2018). Positive teacher attitudes are significant predictors of the success of the teaching process.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Yulisman¹,

Widodo²,

Riandi³

et al. 2019

JPBI

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Technological Pedagogical and Content Knowledge (TPACK) can be seen as teacher’s skills and abilitiesin choosing and using technology effectively. However, information about the teacher’s attitudes contribution to technology competencies and science teacher's TPACK is still limited. Therefore, this study aimed to analyze the relationship between teacher's technology competencies and their TPACK as well as the effect of teacher’s attitudes as a moderating effect on relation between these two variables. This survey research used total sampling technique which involved 88 science teachers from junior high school of Kota Banda Aceh. The instruments consisted of questionnaires and multiple-choice test which were distributed directly to the teachers. The data analysis was performed by using the Partial Least Square approach. The results showed that technology competencies have a positive relation to TPACK; likewise, the teachers’ attitudes in technology integration were able to strengthen the positive relation between technology competency and science teacher’s TPACK. Therefore, teacher's attitude is an important factor should be concerned in improving teacher's TPACK.

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Section: Interpretation Of Interaction Effectsmentioning

confidence: 99%

Section: Interpretation Of Interaction Effectsmentioning

confidence: 99%

Section: Interpretation Of Interaction Effectsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Yulisman¹,

Widodo²,

Riandi³

et al. 2019

JPBI

View full text Add to dashboard Cite

show abstract

Tracing Digital Transformation in Educational Organizations

Egloffstein

2021

Digital Transformation of Learning Organizations

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This chapter describes the quantitative approaches for assessing various aspects of digital transformation from the joint research and development project #ko.vernetzt. In an application-oriented case study approach, the operationalization of a maturity model of digital transformation for educational organizations (MMEO) and the design and implementation of a multi-perspective evaluation concept are outlined. While the MMEO provides a state perspective on the digital transformation of an educational organization and its employees, the evaluation concept aims at tracing developments of media-related professional competencies. MMEO has been implemented in a study with N = 222 participants, while N = 59 learners were subject to the evaluation polls. The results provide the necessary evidence for implementing and continuously improving a qualification program in the regarded research context. However, the methodology can also be transferred to other organizations in the education sector and beyond.

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The Role of Social Practices of Knowledge Appropriation for Sustaining TEL Innovations in the Classroom

Leoste

Ley

Heidmets

et al. 2021

Technology-Enhanced Learning for a Free, Safe, and Sustainable World

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Instructional Technology Integration Models and Frameworks: Diffusion, Competencies, Attitudes, and Dispositions

Cited by 22 publications

References 41 publications

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Tracing Digital Transformation in Educational Organizations

The Role of Social Practices of Knowledge Appropriation for Sustaining TEL Innovations in the Classroom

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