Preservice Teachers' Abilities, Beliefs, and Intentions regarding Technology Integration

Anderson, Susan E.; Maninger, Robert

doi:10.2190/h1m8-562w-18j1-634p

Cited by 201 publications

(129 citation statements)

References 14 publications

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“…For instance, the development of the ability to produce solutions to technological problems while preparing activities related to real life has been limited due to teachers' beliefs. Similarly, Anderson and Maninger (2007) and Demir and Bozkurt (2011) reported a strong correlation between the beliefs about technology integration and the use of technology. Besides, Depaepe, Corte, and Verschaffel (2010) noted that one of the factors influencing course content and practice is the timetable and the curriculum that must be trained.…”

Section: Discussionmentioning

confidence: 87%

Reflections from the Lesson Study for the Development of Techno-Pedagogical Competencies in Teaching Fractal Geometry

Yıldız¹,

Baltacı²

2017

EUROPEAN J ED RES

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Technological Pedagogical Content Knowledge (TPACK) is a model that explains how teachers use technology more effectively in the context of technological, pedagogical, and content knowledge. Teachers' TPACK competencies play great importance in this regard. Lesson study has also been playing significant roles in the development of teachers' professional trainings. When the researches on TPACK and lesson study have been analyzed, the research is expected to provide significant contributions to the literature. This study aims to present reflections from a lesson study practice that carried out to urge techno-pedagogical competencies of the secondary school mathematics teachers and to reveal the development of teachers' progress. The study used case study method, and it was conducted with three in-service teachers. The research data were collected through semi-structured interviews, voice recorder, and observation notes. To analyze the collected data, descriptive analysis method was used. The results have revealed that teachers have made much more progress in designing, implementing, and problem solving in terms of TPACK competencies. It has also been determined that teachers' development of openness to the innovations was limited. This limitation appeared to emerge as a result of teachers' time anxiety and insufficient knowledge regarding the use of technology.

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Section: Discussionmentioning

confidence: 87%

Reflections from the Lesson Study for the Development of Techno-Pedagogical Competencies in Teaching Fractal Geometry

Yıldız¹,

Baltacı²

2017

EUROPEAN J ED RES

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“…Accordingly, if the teachers hold positive attitudes to integrating computation and they have the knowledge and skills to apply them in practice, they will integrate computations in their work successfully (Bitner and Bitner 2002;Anderson and Maninger 2007). This study focuses on the implications of the teachers' professional attributes on assimilating a computerized system in their work in school.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Teachers in a changing world: attitudes toward organizational change

Avidov-Ungar

Magen-Nagar²

2014

J. Comput. Educ.

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The objective of this study was to explore how teachers' professional attributes affect their attitudes towards assimilating a computerized system for managing learning and teaching in school. Sixty teachers from an experimental high school assimilating computerized system for managing learning and teaching were sampled and participated in this study. The research tools included in-depth interviews with a sample of 10 teachers and a questionnaire on attitudes towards change. The interviews indicate a hierarchy in the behavioral attributes towards change, from resistance associated with knowledge and skills towards resistance based on professional aspects and professional values and identity. An AMOS analysis finds that a high level of computer literacy predicts low resistance to change, while considerable seniority and a key position in school predict a high level of resistance to change. The study hones our understanding of the unique impact of the teacher's readiness to assimilate changes in school.

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“…Another predictor of pre-service teachers' intentions to use technology is their self-efficacy (Anderson & Maninger, 2007;Teo et al, 2008). Self-efficacy is what an individual believes he or she is capable of doing (Bandura, 1997).…”

Section: Pre-service Teachers' Intentions To Use Technologymentioning

confidence: 99%

Addressing technology integration concerns: Asynchronous video mentoring between pre-service teachers and exemplary technology-using in-service teachers

Ottenbreit-Leftwich

Glazewski²,

Brush³

et al. 2018

AJET

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Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy -an asynchronous video mentoring session between a class of 199 pre-service teachers and four exemplary award-winning technology-using in-service teachers. A small group of the pre-service teachers (n = 31) voluntarily expressed their concerns. The four in-service teachers were videotaped as they responded to these concerns. All 199 pre-service teachers watched the videos and described how the in-service teachers' responses either alleviated or increased their concerns. A majority of the pre-service teachers (58%) reported that their primary concerns regarding technology integration were less acute after they watched the teachers' presentation. Teacher education programs might consider the use of digital technologies to support student voices and increase the opportunities for interaction between pre-professionals and practising professionals. Inclusion of technology integration in teacher education programsIn most classrooms in the United States, teachers and students have access to a wide variety of technology resources (e.g., laptops, tablets, video recorders, and interactive whiteboards) (Hall, 2010). According to a recent report conducted by the Pew Research Center (Lenhart, 2015), nearly 75% of US teens have (or have access to) a smartphone. The availability of smartphones has increased dramatically (Project Tomorrow, 2013). Although only 24% in middle school and 28% in high school reported their availability to smartphones in 2008, in 2012 these numbers jumped to 65% and 80% respectively. This increase followed a similar pattern for personal digital readers (from 17% in 2011 to 39% in 2012) and tablets (from 26% in 2011 to 52%) among middle school students (Project Tomorrow, 2013). However, this enormous increase in technology resources among students and teachers does not guarantee teachers' effective use of technology in classrooms (Ertmer & Ottenbreit-Leftwich, 2010).Technology preparation has become a common feature in teacher education programs (Ottenbreit-Leftwich et al., 2012), as teachers are expected to have sufficient technology skills (ISTE, 2014). However, several metaanalysis studies (Mims, Polly, Shepherd, & Inan, 2006;Polly, Mims, Shepherd, & Inan, 2010) have found mixed results as to whether technology coursework in teacher education programs improved pre-service teachers' technology skills or encouraged technology use in the classroom. Pellegrino, Goldman, Bertenthal, and Lawless (2007) suggested that this could result from lack of sufficient modelling of appropriate uses of technology in the classroom by teacher education faculty, and suggest it may be accompanied by the minimal exposure to appropriate uses of technology that pre-service teachers receive dur...

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Preservice Teachers' Abilities, Beliefs, and Intentions regarding Technology Integration

Cited by 201 publications

References 14 publications

Reflections from the Lesson Study for the Development of Techno-Pedagogical Competencies in Teaching Fractal Geometry

Reflections from the Lesson Study for the Development of Techno-Pedagogical Competencies in Teaching Fractal Geometry

Teachers in a changing world: attitudes toward organizational change

Addressing technology integration concerns: Asynchronous video mentoring between pre-service teachers and exemplary technology-using in-service teachers

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