Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Seufert, Sabine; Guggemos, Josef; Sailer, Michael

doi:10.1016/j.chb.2020.106552

Cited by 147 publications

(113 citation statements)

References 67 publications

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“…In line with previous research, the results from the regression analysis reveal that preservice teachers' attitudes towards ICT use was the strongest predictor of their prospective ICT use in classroom practices (Krause et al 2017;Seufert et al 2021). As discussed above, attitudes are considered a strong determinant of teachers' behavioural intention to change their classroom practices (Baumert & Kunter, 2006;Schaarschmidt 2005).…”

Section: Discussionsupporting

confidence: 88%

“…The pedagogically sound integration of information and communication technology (ICT) can support learning processes and improve the quality of education (Drossel et al 2016 ; Eickelmann 2011 ; Pacurar & Abbas, 2015 ), depending on the way in which it is implemented in classrooms (Seufert et al 2021 ). Hence, teachers play a crucial role in the effective incorporation of ICT into classrooms (Davis et al 2013 ; Fraillon et al 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Pozas

2021

Tech Know Learn

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Despite extensive efforts to support teachers with the integration of information and communication technologies (ICT) into their classroom practice, current research reports that teachers face immense challenges when integrating ICT into their teaching. This issue has become even more relevant with the rapid spread of the COVID-19 virus, forcing schools around the world to close for an indefinite period of time and thus to offer remote digital learning solutions. Against this background, this study focused on examining the predictors of pre-service teachers’ prospective ICT use and investigated the heterogeneous results of previous research related to ICT use and gender. Following the ‘will, skill, tool’ framework, the study examined relevant factors of pre-service teachers’ (N = 103) prospective ICT use for teaching and learning processes by means of multiple regression analyses. The analyses included pre-service teachers’ background characteristics, ICT profiles (attitudes and self-efficacy), digital competencies and use of digital tools in order to explore their role in future in-class use of ICT. They also show that there are no gender differences in pre-service teachers’ prospective ICT integration. However, male pre-service teachers hold more positive attitudes towards ICT use than their female counterparts. Additionally, the findings reveal that the two strongest predictors of pre-service teachers’ future ICT use are their attitudes and perceived competency to teach and implement technology in their teaching practices. Finally, the results provide important information about teachers’ training needs. Implications of the results and further research are discussed.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Pozas

2021

Tech Know Learn

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“…We already know that a multidisciplinary approach is needed to understand how these technologies work, what benefits they can have, how people interact while working on the project, and what is learned. Based on our experience with technologically advanced learning projects, we suggest that we consider it important to "fully seize" this opportunity before taking advantage of it [24].…”

Section: Using Interactive Technologies For Multidisciplinary Sustainable Educationmentioning

confidence: 99%

Using interactive technologies and distance learning in sustainable education

et al. 2021

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This paper focuses on the use of interactive technologies and distance learning in sustainable education. It discusses how remote learning technologies can positively influence students’ learning and entry in sustainable education. The paper looks at the use of distance learning in higher education as a means to help students in the built environment and its use within the education system. It studies and expands the theoretical research on the benefits of distance learning, where the study is remote and there is no personal contact with staff or students, and examines the impact of distance learning on the student’s learning experience. It also proposes and evaluates potential solutions to overcome the barriers to learning in the built environment and create successful virtual learning communities, recognising that such improvements must be reconciled with the primary benefits identified. The paper provides an overview of sustainable distance learning within higher education and discusses the differences between learning outside the structural environment of a profession, what it means for the student’s learning experience and the potential to overcome barriers to distance learning. This is a very timely topic in the times of COVID-10 pandemic. Lockdowns of the economy and social life impacted all spheres of education with schools and universities closed for long periods of time and all teaching moved to online and distance mode. However, coronavirus pandemic also brought the digital surge in the system of education, including the sustainable education. All these innovations might stay after the pandemic and help the education to evolve and to embrace more novel trends and technologies.

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“…Researches on the development of teachers' digital competence (Dillenbourg, 2013;Seufert, Guggemos, Sonderegger, 2020;Seufert, Guggemos, Sailer, 2021) show that the use of technology in education does not mean reducing the number of teachers but expanding their activities, and there is a risk that today's investment in certain digital skills will become obsolete in a few years' time. Therefore, continuous research is needed on the relevance and effectiveness of the use of different remote learning strategies.…”

Section: N=559 Eassessment Of the Existing Competence Nassessment Of The Necessary Competencementioning

confidence: 99%

Development of Teachers' Digital Competence: Problems and Solutions in Latvia

Usca¹,

Dzerviniks²,

Lubkina³

et al. 2021

Rural Environment. Education. Personality (REEP)

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The data obtained from the Latvian National research programme “Life with COVID-19: Evaluation of the coming coronavirus crisis in Latvia and recommendations for social resilience in the future (CoLife)” show that the successful implementation of remote learning requires the improvement of teachers' digital competence. The professional development courses organized before the COVID-19 pandemic (their content, form) do not meet the needs of the real situation. It is necessary to look for new forms so that the content of professional development courses meets the needs of current general education teachers, including not only general skills characterizing digital competence, but also specific ones related to the level of education (age of learners) and field of study. The aim of the research: to identify the needs of general education teachers for the development of digital competence and to prepare proposals for the implementers of professional competence development courses. Research methods: online survey of 559 teachers, survey of 6 experts, quantitative data processing in SPSS program, content analysis of qualitative data. The research concluded that teachers' professional competence development courses should be practice-oriented, as close as possible to the technical capabilities of an educational institution, as well as considering the current needs of teachers, the field of subjects taught and the level of education at which they work.

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Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Cited by 147 publications

References 67 publications

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Using interactive technologies and distance learning in sustainable education

Development of Teachers' Digital Competence: Problems and Solutions in Latvia

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