Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education

Siddiq, Fazilat; Scherer, Ronny; Tondeur, Jo

doi:10.1016/j.compedu.2015.10.006

Cited by 165 publications

(110 citation statements)

References 60 publications

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“…Different authors found that among the factors that affect TPACK and the successful use of ICT in the classroom, teachers' attitudes towards ICT play a key role . Research (Pynoo et al, 2011;Siddiq et al, 2016) also supported that educational ICT use was strongly affected by specific attitudes, such as attitudes toward ICT in education and ease of use. Therefore, a scale is used in this study that includes a broad spectrum of dimensions such as usefulness, ease of use, interest, and pleasure.…”

Section: Pre-service Teachers' Ict Profilesmentioning

confidence: 93%

A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

Tondeur

Scherer

Siddiq

et al. 2017

AJET

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This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether preservice teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.

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Section: Pre-service Teachers' Ict Profilesmentioning

confidence: 93%

A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

Tondeur

Scherer

Siddiq

et al. 2017

AJET

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“…For instance, teachers' emphasis on developing students' digital information and communication skills (TED-DICS) was introduced as a goal-oriented measure which combines teachers' use of ICT and teaching practices with their beliefs about which digital skills are considered important (Fraillon et al 2014). In a recent study, Siddiq and Scherer (2015) showed that teachers' self-efficacy in using computers for instructional purposes and aspects of TED-DICS were positively related. However, an in-depth view concerning this relation, which accounts for further factors of CSE on the one hand and for the potential effects of age and gender on the other hand, is still lacking.…”

mentioning

confidence: 99%

“…For instance, some research showed that teachers' age and CSE are negatively related, indicating that older teachers are less self-efficacious than their younger colleagues (e.g., O'Bannon and Thomas 2014; Vanderlinde et al 2014). Regarding the relation between teachers' CSE and gender, there has been less consistent results depending on how CSE was measured ( A second line of research focused on providing more fine-grained conceptualizations of ICT use that not only reflect teachers' bare use of ICT in classrooms, but also adds value by linking it to students' digital skills (Siddiq et al 2016). For instance, teachers' emphasis on developing students' digital information and communication skills (TED-DICS) was introduced as a goal-oriented measure which combines teachers' use of ICT and teaching practices with their beliefs about which digital skills are considered important (Fraillon et al 2014).…”

mentioning

confidence: 99%

The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

Siddiq

Scherer

2016

Large-scale Assess Educ

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The role and use of information and communication technology (ICT) in education has changed profoundly over the last decade. This change is evident at many levels in Abstract Teachers' integration of information and communication technology (ICT) has been widely studied, given that digital competence is considered to be a crucial outcome of twenty first century education. In this context, research highlighted teachers' computer self-efficacy (CSE) as one of the most important determinants of their ICT integration into teaching practices. Whereas previous research mainly focused on the relation between CSE and ICT integration from a frequency-based point of view, recent research suggests to investigate this relation using more qualitative measures of ICT integration such as the degree to which teachers emphasize developing students' digital information and communication skills (TEDDICS). Consequently, the present study investigates the relations between these two constructs: teachers' emphasis on developing students' digital skills and their computer self-efficacy, taking into account the moderating roles of age and gender. We used a representative sample of 1071 Norwegian secondary school teachers who participated in the international computer and information literacy study (ICILS) in 2013. Our results provide evidence on the positive relation between CSE and TEDDICS. Furthermore, age positively moderated this relation between some factors of the two constructs, indicating that computer self-efficacy plays an even more important role for teachers of higher age in the context of emphasizing ICT skills in classrooms. The unique effect of gender was present for one correlation between CSE and TEDDICS, indicating that moderation by gender was apparent to a limited extent, and related to use of computers for instructional purposes. The interaction between age and gender did not reveal significant moderation effects. We discuss these results in light of the potential consequences for teacher training. Siddiq and Scherer Large-scale Assess Educ (2016) -scale Assess Educ (2016) 4:17 education, for instance, with respect to the availability of ICT resources at schools, the access to internet, and the transition from paper-and-pencil to computer-based exams (Scherer and Siddiq 2015a; Scheuermann and Pedró 2009). Furthermore, students' digital competence has gained substantial attention and is considered to be an important twenty first century skill (Griffin et al. 2012). As a consequence, a first line of research studied the determinants of teachers' integration of ICT into classroom activities (Tondeur et al. 2008), given that the teachers play a key role in developing students' digital skills (Schibeci et al. 2008). Specifically, teachers' computer self-efficacy (CSE) has been identified as one of the most important determinants for teachers' integration of ICT in teaching and learning practices (Kreijns et al. 2013;Mumtaz 2000). Existing research identified positive relations between teachers' CSE and their use ...

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“…Other determinants of effective information literacy integration in the classroom have been considered in the literature (Siddiq, Scherer, & Tondeur, 2016), including affective and cognitive factors such as perceived value and self-efficacy (Andreassen, & Bråten, 2013). For example, French Canadian studies of future teachers' self-efficacy in information literacy (Dumouchel & Karsenti, 2013;Fournier, 2007) obtained high self-efficacy scores despite lack of training, but low formal assessment scores.…”

Section: The International Computer and Information Literacy Study (Imentioning

confidence: 99%

“…Furthermore, empirical evidence from a study by Dumouchel and Karsenti (2013) demonstrates that Quebec's future teachers are inadequately trained in information literacy. These findings are echoed by many authors around the world, such as Togia, Korobili, Malliari, and Nitsos (2015), who propose that the main barriers to effective information literacy integration are insufficient teacher training, time, and infrastructure.Other determinants of effective information literacy integration in the classroom have been considered in the literature (Siddiq, Scherer, & Tondeur, 2016), including affective and cognitive factors such as perceived value and self-efficacy (Andreassen, & Bråten, 2013). For example, French Canadian studies of future teachers' self-efficacy in information literacy (Dumouchel & Karsenti, 2013;Fournier, 2007) obtained high self-efficacy scores despite lack of training, but low formal assessment scores.…”

mentioning

confidence: 99%

A Quantitative and Qualitative Inquiry into Future Teachers’ Use of Information and Communications Technology to Develop Students’ Information Literacy Skills | Enquête quantitative et qualitative auprès de futurs enseignants portant sur l’utilisation des technologies de l’information et de la communication pour développer les compétences informationnelles des élèves

Simard¹,

Karsenti²

2017

CJLT / RCAT

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This study aims to understand how preservice programs prepare future teachers to use ICT to develop students' information literacy skills. A survey was conducted from January 2014 through May 2014 with 413 future teachers in four French Canadian universities. In the spring of 2015, qualitative data were also collected from 48 students in their final year of an initial teacher training program. Our findings suggest that although future teachers receive formal ICT training as part of their program, information literacy is not formally addressed. Nevertheless, information literacy is perceived to be an important skill. In addition to a lack of formal training, future teachers perceive that barriers such as time constraints and lack of access to necessary technologies in the classroom will prevent them from helping students develop information literacy skills. Based on these results, we propose some practical implications and recommendations for preservice programs and education policy makers. RésuméCette étude vise à mieux comprendre comment la formation initiale en enseignement prépare les futurs enseignants à utiliser les TIC pour développer les compétences informationnelles des élèves. Dans un premier temps, une enquête a été réalisée entre janvier et mai 2014 auprès de 413 futurs enseignants dans quatre universités québécoises. Dans un second temps, au printemps 2015, des données qualitatives ont été recueillies auprès de 48 futurs enseignants au cours du dernier trimestre de leur formation initiale. Nos analyses suggèrent que si les futurs enseignants reçoivent une formation à l'utilisation pédagogique des TIC, les compétences informationnelles ne sont pas explicitement abordées, et ce, bien qu'elles soient perçues comme essentielles. De plus, les contraintes de temps et l'accessibilité aux outils informatiques sont CJLT/RCAT Vol. 42(5) -Special Issue / Numéro spécial A quantitative and qualitative inquiry into future teachers' use of information and communications technology 2 pressenties comme des défis importants. Sur la base des suggestions des participants, nous dégageons des retombées pratiques pour la formation initiale et pour les détenteurs d'enjeux en éducation. IntroductionInformation and communication technology (ICT) and the Internet have spurred profound changes, with enormous repercussions on socioeconomic systems, including education systems (Conference Board of Canada, n.d. ;Livingstone, 2012). ICT is increasingly present in Canadian classrooms (e.g., interactive smart boards, laptops, and tablets), and even more so in students' daily lives (e.g., social media and mobile technologies). The exponentially expanded access to knowledge and information provided by this massive influx of ICT tools calls for teaching practices to be redesigned. Teachers are in a position to help children develop new sets of technical and cognitive skills that will equip them to assess the usefulness of digital tools to access meaningful information (and exclude irrelevant information), manage it, use it effec...

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Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education

Cited by 165 publications

References 60 publications

A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

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