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

Niederhauser, Dale S.; Lindstrom, Denise

doi:10.1007/978-3-319-53803-7_23-1

Cited by 13 publications

(16 citation statements)

References 41 publications

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“…Nowadays, technology is developing with rapid innovation, having influenced almost aspects of lives including education. In instruction, a teacher plays very crucial roles in the success of technology integration in classrooms because the best practice of teaching should be determined based on their analysis within the context of pedagogy and content needs (Niederhauser & Lindstrom, 2018). Therefore, it is important to help teachers, pre-service and in-service, acquire and develop technological competence and intention to integrate technology into teaching (Barreto & Orey, 2013).…”

Section: Introductionmentioning

confidence: 99%

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Muhaimin

Habibi

Mukminin

et al. 2019

J. Technol. Sci. Educ.

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This sequential explanatory design aims at exploring science teachers’ survey and perceptions of technology integration regarding to technological pedagogical content knowledge (TPACK) which focused on quantitative findings supported by qualitative findings. It involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, T-test and Anova were used in quantitative data analysis while for qualitative data analysis, thematic process was conducted. Findings show that the science teachers’ perception on their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was established for betterment of ICT integration in instruction especially for developing countries.

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Section: Introductionmentioning

confidence: 99%

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Muhaimin

Habibi

Mukminin

et al. 2019

J. Technol. Sci. Educ.

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“…tions predominantly focus on school settings as well as on individual factors explaining the assimilation process (Niederhauser and Lindstrom 2018). Still, organizational perspectives on digitalization especially in the education sector are scarce (Ifenthaler and Egloffstein 2020).…”

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confidence: 99%

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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“…Moreover, it does not concentrate or investigate the quality of the researched innovation. It focuses on the behavior of a user or group and classifies them into eight different levels relating to use of the innovation [6]. The first three levels (0-II) are for the non-use of innovation, and the remaining five levels (III-VI) are for users using the innovation.…”

Section: Cbam Levels Of Use (Cbam-lou)mentioning

confidence: 99%

“…CBAM-LoU has decision points that are triggered when users shift from one level of use to another. Table I shows the level of use with respect for each decision points used [6], [7]. Each presented level has seven different categories of behavioral indicators [7], [8], as shown in Table II.…”

Section: Cbam Levels Of Use (Cbam-lou)mentioning

confidence: 99%

Evaluating M-Learning in Saudi Arabia Universities using Concerns-Based Adoption Model Level of use Framework

Masarweh¹

2018

ijacsa

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

Cited by 13 publications

References 41 publications

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Tracing Digital Transformation in Educational Organizations

Evaluating M-Learning in Saudi Arabia Universities using Concerns-Based Adoption Model Level of use Framework

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