The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study

Wilson, Matthew L.; Ritzhaupt, Albert D.; Cheng, Li

doi:10.1016/j.compedu.2020.103941

Cited by 76 publications

(52 citation statements)

References 44 publications

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“…When this situation is evaluated in terms of Technological Pedagogical Content Knowledge [TPACK] (Kohler & Mishra, 2005), it can be interpreted as pre-service teachers are more competent in terms of technological knowledge but they are weaker in terms of content knowledge. On the contrary, the results of the lack of technological knowledge of pre-service teachers in the studies (Hew & Brush, 2007;Riasati, Allahyar & Tan, 2012;Wilson, Ritzhaupt, & Cheng, 2020) are not in line with the results of this study. In addition, this finding, which coincides with the ones in other studies, indicates that although pre-service teachers have sufficient computer skills, they have deficiencies in integrating the curriculum with technology (Lloyd, 2013;Karaca, 2015).…”

Section: Discussion Conclusion and Recommendationscontrasting

confidence: 95%

“…In addition, GeoGebra is a free software that can be used in mathematics lessons at all levels from primary school to university level, which has been approved by the MoNE, and which has many language support systems (Hohenwarter & Jones, 2007;Buteau, Jarvis, & Lavicza, 2014). In the research, although teachers have sufficient computer skills, it has been stated that they are deficient in integrating the curriculum with technology (Lloyd, 2013;Karaca, 2015;Hew & Brush, 2007;Riasati, Allahyar, & Tan, 2012;Wilson, Ritzhaupt, & Cheng, 2020). However, in many studies, it was determined that pre-service teachers have positive ideas about using technology in classroom teaching activities (Aktepe, 2011;Teo, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Examining the Digital Learning Material Preparation Competencies of Pre-Service Mathematics Teachers

Şimşek

Yazici

2021

Participatory Educational Research

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The aim of this research is to examine digital learning materials designed by pre-service mathematics teachers with GeoGebra software through rubrics. This research was conducted using the integrative mixed method design, which allows the use of qualitative and quantitative methods together or sequentially. The study group of the research consists of 46 pre-service teachers studying in elementary mathematics education programme and attending the Computer-Assisted Mathematics Instruction course in a university. The pre-service teachers designed the materials in groups of two (23 participant per group). Semi-structured interviews were conducted with six groups determined according to the purposeful sampling selection. The data of this research were obtained using digital learning materials and semi-structured interview form used to interview pre-service teachers. Pre-service teachers were asked to prepare a material that can be used in teaching simple fractions addition with GeoGebra software. In line with the purpose of the study, the Digital Learning Material Evaluation Rubric has been developed by the researchers. When the Digital Learning Material Evaluation Rubric scores of the pre-service teachers who participated in the study were examined, it was found that there were deficiencies in the digital learning material design skills of the pre-service teachers. Pre-service teachers were less successful in terms of teaching appropriateness than structural appropriateness and programming appropriateness aspects of the digital learning materials produced.

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Section: Discussion Conclusion and Recommendationscontrasting

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Examining the Digital Learning Material Preparation Competencies of Pre-Service Mathematics Teachers

Şimşek

Yazici

2021

Participatory Educational Research

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“…A critical finding of the current study is that teachers' previous knowledge contributed to their success in using technology in the classroom and made new tools more accessible for them. This finding agrees with the findings of Wilson, Ritzhaupt and Cheng (2020) who stated that the previous knowledge of teachers could be very important for them to build their technical knowledge on this basis. The second important finding of the current study is that teachers praised the cooperative learning activities as they believed they contributed to their students' improvement in writing classes.…”

Section: Discussionsupporting

confidence: 92%

ESL Cooperative Learning Activities Using Technology in the UAE

Mostafa¹

2021

The Journal of AsiaTEFL

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This literature review discusses three types of studies: studies about cooperative learning, studies about teaching with technology, and studies about using technology in cooperative learning. Cooperative LearningCooperative learning has been a popular subject in many studies, especially when it involves language learning. Nair and Sanai (2018) conducted a study to see the effects of using the STAD method, which is one of the cooperative learning approaches on students' writing skills within the field of descriptive writing. The study used a pre-test, a post-test, interviews, reflections and observational checklists to collect data. The findings showed a positive effect of the STAD model in enhancing the students' writing skills, especially the descriptive ones. In contrast, Jou (2017) examined the utilization of cooperative learning and project-based learning in English classes. Through interviews and observations of fourthyear students' graduation projects in Taiwan, the researcher concluded that there were positive outcomes for using the two approaches on the students' level of interaction and academic performance. Gonzales and Torres (2016) also researched Filipino ESL learners; they wanted to check the cooperative model's

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“…The COVID-19 pandemic has had a profoundly negative influence on the global higher education system (Rashid and Yadav 2020), resulting in the complete closure of campuses for some educational institutions, and a serious reduction in the number and form of face-to-face class sessions offered to students for other schools (Izumi et al 2020). As a result, teachers have quickly changed their teaching methods by transferring as much as possible to digital formats so students can keep learning and interact, despite being taught remotely (Bao 2020;Wilson et al 2020). Furthermore, Talidong et al (2020) collected data from the activities of Filipino educators about how they treat anxiety related to the COVID-19 outbreak.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Flexible Strategies to Manage the COVID-19 Pandemic in the Education Sector

Ahmed

Taqi

Farabi

et al. 2021

Glob J Flex Syst Manag

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COVID-19 has had a substantial impact on almost every field including the education sector. Due to the requirements for social distancing, the pandemic has provided an impetus for change in the education sector; technology-based sustainable education platforms not experienced previously have become essential. This research aims to propose flexible strategies to mitigate challenges of COVID-19 pandemic in the education sector of an emerging economy: Bangladesh. A total of 16 challenges and 19 flexible strategies were identified based on stakeholders' inputs and literature review. To evaluate the flexible strategies, a methodology based on Pareto analysis and a revised rough-decision making trial and evaluation laboratory (rough-DEMATEL) method is proposed. Findings reveal that in the context of the COVID-19 pandemic, 'Maintain social distancing and health protocol,' 'Enhance the communication and collaboration among students and teachers,' 'Financial incentives from government,' 'Utilize modern technologies for digitizing the entire education system,' and 'Know how to engage students in an online environment' are the vital strategies that must be implemented if education continues through E-learning. Because the current pandemic situation is a new experience for many individuals around the world, this study helps to recognize the challenges and to propose effective strategies to solve these challenges so that education does not become stagnant.

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The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study

Cited by 76 publications

References 44 publications

Examining the Digital Learning Material Preparation Competencies of Pre-Service Mathematics Teachers

Examining the Digital Learning Material Preparation Competencies of Pre-Service Mathematics Teachers

ESL Cooperative Learning Activities Using Technology in the UAE

Evaluation of Flexible Strategies to Manage the COVID-19 Pandemic in the Education Sector

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