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

Doğan, Selçuk; Dogan, Nihan

doi:10.1007/s10639-020-10310-4

Cited by 23 publications

(15 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Various documents and research point out that it is essential to integrate this way of acquiring musical skills and knowledge into the curriculum at all levels and for each child or student (Rose and Meyer, 2002;National Council for Accreditation of Teacher Education, 2008;Shillady and Parikh, 2012 , 2014). Also, the conducted research confirm that the competencies of educators are one of the most influential factors in the integration of technology into education (Belland, 2009;Bingimlas, 2009;Brinkerhoff, 2006;Chen, Looi, and Chen, 2009;Hew and Brush, 2007;Inan and Lowther, 2010;Karaca, Can and Yildirim, 2013;Scherer, Siddiq and Tondeur, 2019;Dogan, Dogan and Celik, 2021;Lee and Tsai, 2010).…”

Section: Introductionmentioning

confidence: 65%

Digital Competencies in the Context of Preschool Music Education

Sušić

Palić²

2022

IJCRSEE

View full text Add to dashboard Cite

Given the digitalization of modern society and the way a child acquires musical experiences, practitioners are expected to apply various media in everyday educational praxis. The theoretical framework of technological pedagogical content knowledge (TPACK) is an approach that connects the knowledge of educators with Information and Communications Technology (ICT), concurrently developing technology-supported pedagogical knowledge and integration of technology into education. The paper aims to investigate educators’ self-assessment of their digital competencies and their implementation in musical activities with preschool children. The respondents are full-time and part-time graduate students of the Early Childhood and Preschool Education study program from faculties of teacher education in Croatia. The obtained results indicate that 91,1 % of respondents didn’t have any formal ICT education while 59,5 % didn’t have any additional type of music education except during their studies. Nevertheless, the greatest knowledge participants have shown on the competencies for using digital tools (CFUDT) scale succeeded by a technological knowledge (TK) scale of the adapted TPACK-TCCMA survey, thus the respondents rated their digital and ICT competencies exceedingly high unlike music and pedagogical competencies. Considering the results obtained, it can be concluded that additional attention should be given to the development of digital, music, and pedagogical competencies during studies that will be applicable in both music and other areas of education.

show abstract

Section: Introductionmentioning

confidence: 65%

Digital Competencies in the Context of Preschool Music Education

Sušić

Palić²

2022

IJCRSEE

View full text Add to dashboard Cite

show abstract

“…Previous studies discovered a comprehensive and detailed account of teachers' capacity to integrate technology in teaching, which includes support from technology specialists (Razak et al, 2018), confidence and comfort using technology (Anderson & Putman 2020) and beliefs on technology usefulness (Nelson & Hawk, 2020). Enhancing teachers' capacity to integrate technology in teaching is a complex process, which takes systematic schools' support for a collective set of factors (Dogan et al, 2021). The extent of schools' support for teachers' capacity to integrate technology in teaching is still extremely varied and such variance was one of the reasons for students' differences in reading performance (OCED, 2020).…”

Section: School-level Ict-related Factors and Reading Performancementioning

confidence: 99%

The Relationships Among ICT-Related Psychological Factors, School Contextual Factors and Secondary Students’ Reading Performance: A Multilevel Analysis Across 47 Economies

Xiao

Hew

2022

Journal of Educational Computing Research

View full text Add to dashboard Cite

Evolving information and communication technology (ICT) reshapes people’s reading activities by popularizing digital reading. Past studies focused on the relationships between students’ frequency of ICT use and reading performance but neglected the possible interrelationships between students’ ICT-related psychological factors, school contextual factors and reading performance. This study applied the Self-determination Theory (SDT) to explore the relationships between students’ ICT-related psychological factors (perceived interest, autonomy, competence, and social interaction in using ICT) and reading performance. The possible moderation effects of schools’ contextual variables (schools’ support in ICT devices and schools’ support in teachers’ capacity to integrate technology in teaching) were also investigated. Data from 222,293 secondary students from 10,103 schools in 47 economies who participated in the Program for International Student Assessment (PISA) 2018 were analyzed using three-level hierarchical linear modeling. The results provided support for the SDT by confirming the positive correlations between students’ ICT-related interest, autonomy and competence and reading performance, and the accentuating moderation effect of schools’ contextual factors. However, students’ perceived social interaction in ICT use was negatively correlated with reading performance, and this negative correlation worsened with increasing schools’ support in ICT devices while buffered with increasing schools’ support in teachers’ capacity to use technology.

show abstract

“…The conceptual framework pertaining to these factors consists of technology use, the factors shown to affect technology use, and how each factor is related to technology use and other factors (Dogan et al, 2020) Survey and open response questions Table 1.…”

Section: Ijilt 393mentioning

confidence: 99%

“…The aim of this study was to measure the math and science supervisors' perspective related to ICT competencies during COVID-19 period. While the study findings do not present a blueprint for action, nor were they intended to, it is hoped the analyses and recommendations provided therein will help identify the first steps towards the provision of a roadmap for the ICT professional development of teachers in Kuwait and provide a basis for the formulation of policies on which Teacher Support can be built (Dogan et al. , 2020).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Required competencies for e-learning among science and mathematics supervisors: post-pandemic features of education

Alhashem

Agha

Mohammad

2022

IJILT

View full text Add to dashboard Cite

PurposeThe aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional development, during and after the period of the COVID-19 pandemic.Design/methodology/approachTo achieve this aim, the researchers developed a questionnaire comprising of 55 items based on the instruments used in pertinent studies. A mixed-methods research design was employed, whereby a quantitative online survey was supplemented by focus group discussions with selected supervisors. Survey data were subjected to one-way analysis of variance and t-test, while information obtained via focus groups was coded to identify common themes related to the obstacles and challenges supervisors face.FindingsWhen completing the survey, the supervisors approached proficiency using technology; however, focus group discussions revealed misconceptions related to e-leaning and limitations in their abilities to use technology in schools, as well as obstacles imposed by the structure and management of the educational system. TPractical implicationsThese findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.Originality/valueThese findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.

show abstract

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

Cited by 23 publications

References 60 publications

Digital Competencies in the Context of Preschool Music Education

Digital Competencies in the Context of Preschool Music Education

The Relationships Among ICT-Related Psychological Factors, School Contextual Factors and Secondary Students’ Reading Performance: A Multilevel Analysis Across 47 Economies

Required competencies for e-learning among science and mathematics supervisors: post-pandemic features of education

Contact Info

Product

Resources

About