Professional Development and Use of Digital Technologies by Science Teachers: a Review of Theoretical Frameworks

Fernandes, Geraldo Wellington Rocha; Rodrigues, Amália; Ferreira, Carlos Alberto

doi:10.1007/s11165-018-9707-x

Cited by 43 publications

(30 citation statements)

References 113 publications

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“…Application software is composed of context-dependent tools and devices. Most of the time application software involves teachers' use of basic software to solve problems, prepare instructional materials or share and talk through their ideas with their colleagues (Fernandes et al 2020;Morrison and Lowther 2010). Based on the investigation conducted by Hogarty et al (2003), word processors, spreadsheets, presentation programs, web browsers and like technologies appeared to be application software.…”

Section: Technology Use: Instructional and Application Softwarementioning

confidence: 99%

“…A considerable number of resources, reform efforts, and policy changes have been made to equip K-12 schools with technology that enables all students to be successful (Ritzhaupt et al 2012). As the access to technology, software, and application has been granted, accordingly, more and more educators and researchers have paid attention to technology integration and use (Fernandes et al 2020;Russell et al 2003). Given this increasing interest in technology and its use over the two decades, the understanding of teachers' viewpoints and perceptions about technology use in K-12 settings has been of utmost importance (Mueller et al 2008).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Doğan

Dogan

2020

Educ Inf Technol

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The purpose of this study was to examine the effect of technology support, teachers’ confidence in using technology, their beliefs about using technology, and their perceived skills on the use of instructional and application software. The data we used were from 1335 K-12 teachers involved in the Technology Uses and Perceptions Survey (TUPS) study. Teachers were located in 40 different institutions across the state of Florida. According to the findings of this study, the most significant factor in the instructional and application software use of teachers was found as perceived technology skills. Therefore, professional development for perceived skills or technology competencies of teachers might contribute to increasing the instructional or application software use of teachers. In terms of confidence and comfort using technology, they both had direct and positive effects on instructional and application software. Also, the total effect of support from technology specialists for instructional software use is more than application software use. As evidenced by the models developed in this research, teachers’ perceived technology skills for instructional and application software use directly and positively affected their beliefs on usefulness. Our effort to provide more emphasis on the combined effect of a collective set of factors to explain teacher use of technology leads us to address the gaps in the literature on technology use (i.e., the effect of demographic factors and technology availability).

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Section: Technology Use: Instructional and Application Softwarementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Doğan

Dogan

2020

Educ Inf Technol

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“…Digital learning environment also improves the learning-focused interaction and creative thinking ability. Fernandes et al [11] argued that traditional lecture-based pedagogy can easily be transformed into a modern digital learning environment through technology.…”

Section: Introductionmentioning

confidence: 99%

Leveraging Digital Technology for Better Learning and Education: A Systematic Literature Review

Sarker¹,

Wu²,

Cao³

et al. 2019

IJIET

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He completed his bachelor of science in agriculture and the master in agricultural extension education from Bangladesh Agricultural University. He also completed MBA from commonwealth of learning. He also completed two diplomas in banking and Islamic banking. His research interest includes resilience, disaster management, livelihood and climate changes and education economy. He has published couple of scientific articles and one book on Poverty of Island Char Dwellers in Bangladesh. He is a member of several professional bodies. Mr. Sarker is now working as an editorial board member of several social sciences and public administration journals.

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“…However, teachers do not necessarily properly use the available resources [2], for example, they do not take advantage of the interactive and innovative features of IWBs but use them only as a regular whiteboard or presentation tool [81]. This restricted use limits the students' interaction and learning [85].…”

Section: Ict Use By Mathematics Teachersmentioning

confidence: 99%

“…The benefits of using information and communication technology (ICT) for educational purposes have been supported by numerous studies in recent decades [1,2]. ICT provides tools for online training and scalable, student-adapted mobile teaching solutions [3].…”

Section: Introductionmentioning

confidence: 99%

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

et al. 2020

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Currently, information and communication technology (ICT) has acquired an important role in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires an improvement in their knowledge of the use of new technologies. We aimed to examine the most relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships between teachers individually and by clusters, and to analyze the incidence of age variables, teaching experience, and gender in this study. A total of 73 high school teachers were included in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied to determine the associations among variables of the present study. The application of ICT to teaching was associated with the use of ICT resources in the classroom and indicated that teachers made more choice in selecting a variety of software than electing different hardware devices. Teachers combined technology with educational platforms to improve student learning in mathematics. The general perception of mathematics teachers about their digital competence does not match with models employed in the classroom. Gender was not an influencing factor.

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Professional Development and Use of Digital Technologies by Science Teachers: a Review of Theoretical Frameworks

Cited by 43 publications

References 113 publications

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Leveraging Digital Technology for Better Learning and Education: A Systematic Literature Review

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

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