Surveying Chinese teachers' technological pedagogical STEM knowledge: a pilot validation of STEM-TPACK survey

Chai, Ching Sing; Jong, Morris Siu‐Yung; Zhi-ming, Yan

doi:10.1504/ijmlo.2020.10026335

Cited by 1 publication

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“…Through the exploratory factor analysis, they have determined four factors that influence the effectiveness of STEM teachers. Among them are the technological pedagogical science knowledge, technological pedagogical mathematics knowledge, technological pedagogical engineering knowledge, and integrative STEM [35].…”

Section: Discussionmentioning

confidence: 99%

Integration of Mobile Learning into Complex Problem-Solving Processes during STEM Education

Shchedrina

Galkina

Petunina

et al. 2020

Int. J. Interact. Mob. Technol.

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<p class="0abstract">Over the past few years, the teaching process has transformed radically under significant investments in information and communication technologies. In this context, mobile technologies emerge as an innovative educational tool. Mobile devices are being used by a vast number of so-called "digital generation" representatives in daily life and educational activities. It has been proven that the implementation of mobile technologies in education contributes to the increase of students' motivation, participation in the learning process, and faster acquisition of professional competencies. These technologies take the role of the "driving force" in training. However, their comprehensive understanding is essential to use them effectively. The objective of this study was to analyze the intensity of mobile technologies' use and investigate their evolution in higher education using the example of the I.M. Sechenov First Moscow State Medical University. The research sample was represented by 151 students (data collected for 2015/2016) and 274 students (data for 2019/2020). The average participants' age corresponded to 19.8. The study also involved three experts who were required to evaluate questionnaires completed in Google Forms. The scientific method of the study was based on the organized examination, strict control over the involved respondents, and quantitative research. The research outcomes were analyzed through Chi-Square goodness-of-fit test. The target questions of the survey were rated on a 5-point Likert scale. According to the study results, 95% of the respondents used mobile devices for educational purposes, of which 65% agreed with the convenience of having course materials on a mobile device. In the 2015/2016 academic year, the share of students using smartphones for learning comprised 10.4%, while in 2019/2020, their percentage increased to 61.5%. The study findings will be useful for university teachers and representatives of educational institutions' administration.</p>

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Section: Discussionmentioning

confidence: 99%