Predicting technology integration based on a conceptual framework for ICT use in education

Uslu, Nilüfer Atman; Usluel, Yasemin Koçak

doi:10.1080/1475939x.2019.1668293

Cited by 58 publications

(27 citation statements)

References 43 publications

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“…Their impact has reached the education system, where, through their inclusion, a transition has been made to a new way of understanding teaching and in the ways in which it is taught [1,2]. In this sense, the European Common Space (EHEA) views ICTs not as a personal preference, but as a need that must be addressed by the teaching community [3].…”

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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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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“…On the one hand, from quantitative research perspectives, several correlational studies have been conducted to analyse how teachers use technology and which variables are better predictors of each type of use. In this sense, Uslu and Usluel (2019) proposed a conceptual framework that identifies three types of educational ICT use: ICT use for motivating students, delivering content, reviewing the lesson; ICT use for promoting student searching and processing information; ICT use for accessing resources, preparing lesson materials. In turn, the authors also identified moments in which ICT could be integrated in an educational way: ICT use before teaching, ICT use for organising teaching and ICT use for enhancing learning.…”

Section: What We Mean By "Technologies"mentioning

confidence: 99%

“…Another aspect to be considered in teacher education is the connection with the curriculum to be taught, given that if teachers realise they can develop the content of their subjects with technologies, they are more prone to use them with their students (Uslu & Usluel, 2019). Finally, if teachers are able to see technologies as cultural tools that provide autonomy, they will understand that young students are used to virtual worlds and to information management; thus, they will be more willing to leave traditional, ICT-deprived models behind (Seufert, Guggemos, & Sailer, 2021).…”

Section: Irruptive Practices Creating New Didactical Pathsmentioning

confidence: 99%

School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers

Romano

Occelli

Adúriz–Bravo

2021

EURASIA J Math Sci Tech Ed

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This article focuses on the integration of argumentation and digital technologies in science teacher education. We present theoretical reflections, results of empirical research, and description of innovative experiences with pre-and in-service biology teachers. Regarding argumentation, we analyse what defending a claim in science entails for teachers, the teaching strategies they (would) use in the classroom in relation to argumentation, the relevance that they attribute to the performance of different tasks for arguing, the subject content where argumentation fits more suitably, and the reasons they would consider in favour of arguing in science classes. For the analysis of educational practices that involve use of technologies, we adopt a perspective that looks at their complexity and recognises teachers as their creative authors. We discuss the way in which teachers (would) use technologies in their practice, their expectations around this, and the foreseen results with students. Finally, we examine three innovative educational experiences already implemented, using argument maps, web-based inquiry, and a digital game. We look into the possibilities that these technological resources offer for teachers to analyse the argumentation levels reached by their students.

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“…The growth of information and communication technologies (ICTs) has changed our past ways and means of communication by configuring new socialization structures, systems and methods, especially among youngsters. Technology plays an important role in the daily life of citizens due to its ongoing presence in the surrounding culture [1]. However, it can create an undesirable dependence in vulnerable groups.…”

Section: Introductionmentioning

confidence: 99%

Digital Newspapers’ Perspectives about Adolescents’ Smartphone Use

Lorenzo

Carrera

2021

Sustainability

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The growth of ICTs has led to a new socialization model and a continuous dynamic flow of communication and information, wherein smartphones have become very popular with teenagers. This paper investigates what teenagers use smartphones for and the related intervention measures published in digital newspapers. A qualitative methodology was used to analyze 362 news items published in 53 Spanish digital newspapers. The results and conclusions indicate that teenagers use smartphones mainly for recreational purposes and sparingly for educational ones. The published intervention measures are primarily aimed at stimulating citizens’ reflections on the subject, in order to improve proper smartphone use by teenagers.

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Predicting technology integration based on a conceptual framework for ICT use in education

Cited by 58 publications

References 43 publications

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

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

School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers

Digital Newspapers’ Perspectives about Adolescents’ Smartphone Use

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