The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017

Wilson, Matthew L.

doi:10.1080/15391523.2021.1950085

Cited by 18 publications

(8 citation statements)

References 89 publications

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“…It is equally important to understand how the design of ITT programs that integrate ER influences the integration of ER into PST teaching practices, and how the possibility of experiencing the integration of ER in their teaching practice continuously influences PST perceptions of the complex variables related to ER. We present a training program that seeks to mitigate known difficulties in integrating technology into ITT, such as in PST beliefs, attitudes and knowledge (Wilson, 2023).…”

Section: Practical Implications For Initial Teacher Trainingmentioning

confidence: 99%

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

Silva,

Costa,

Martins

2024

EURASIA J Math Sci Tech Ed

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This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers’ perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers’ (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post-intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it’s not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum.

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Section: Practical Implications For Initial Teacher Trainingmentioning

confidence: 99%

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

Silva,

Costa,

Martins

2024

EURASIA J Math Sci Tech Ed

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“…A related strand of research regards teacher beliefs and attitudes towards technology integration as further boundary conditions of technology integration (e.g., Ertmer et al, 2012;Farjon et al, 2019;Kim et al, 2013;Wilson, 2023). For example, Farjon et al (2019) investigated the relationship between teachers' attitudes towards technology in general, in education, and attitudes towards the integration of technologies and their perceived level of technology integration (N = 398).…”

Section: The Need For Integrating Professional Competence As Antecede...mentioning

confidence: 99%

Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions

Lachner,

Backfisch,

Franke

2024

FLR

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Technology integration is regarded as a crucial and complex endeavour to enhance students’ learning and prepare them to participate in a digital society. Although the research landscape on teachers’ technology integration is vivid and stimulating, an analytical model which synthesises different strands of research to model antecedents (i.e., teachers’ professional competences), processes and outcomes of technology integration in an integrated manner is missing. That said, previous research was often rather product-oriented and ignored potential effects on students’ learning processes and their achievement. To fill this gap, in this paper, we outline a preliminary model, the TPTI-model (teachers’ professional competence for technology integration), in which we deliberately link different research perspectives on teachers’ professional competences, professional vision and students’ learning (processes) to model technology integration during teaching. Based on the preliminary TPTI-model, we propose future research directions, which may allow to gain a better understanding of the teacher- and student-related conditions as well as processes of technology integration and their effects on students’ learning.

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“…For emotion, technology attitude (TA) is an affective mental state related to technology (Wilson, 2023). The teacher's attitudes towards programming are expressed through the teacher's feelings of likes and dislikes of programming.…”

Section: Teacher's Attitudes Towards the Interdisciplinary Programmin...mentioning

confidence: 99%

K‐12 teachers' programming attitudes among different disciplines: Analysis of influential factors

Sun,

Zhou

2023

Computer Assisted Learning

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BackgroundIntegrating programming in K‐12 curriculum has become a global consensus. Teachers are central figures in programming instruction. But the majority of current research focuses on teachers' external teaching behaviours and less on teachers' attitudes towards programming.ObjectivesThe purpose of this study is to validate the K‐12 in‐service Teacher Programming Attitudes Scale (TPAS), to analyse teachers' programming attitudes and their differences in personal, teaching, and environmental factors, and further explore the predictive relationship.MethodsThe sample is 888 K‐12 teachers from China. First, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were adopted to validate the availability and reliability of TPAS; Second, independent sample t‐test and one‐way Analysis of Variance (ANOVA) were adopted to explain the differences. Finally, correlation analysis and linear regression analysis were adopted to verify the correlation and prediction relationship.Results and ConclusionTPAS possess good reliability and validity (χ2/df = 2.488, RMSEA = 0.055, CFI = 0.943, TLI = 0.935, and IFI = 0.943). Further analysis found that, first of all, male teachers possess more positive programming attitudes than female teachers; second, young teachers who are under 30 and the length of teaching under 5 years possess more positive programming attitudes; thirdly, in addition to Information and Communication Technology teachers, primary science teachers also possess high programming attitudes, followed by teachers of Humanities and Arts, reflecting the potential of teaching programming in integrated subjects and the humanities. Finally, primary school teachers possess the best programming attitudes. With the growth of grade, teachers' enthusiasm for programming has gradually decreased. Additionally, discipline, grade and gender factors were considered to predict K‐12 teachers' programming attitudes.ImplicationsThe results of this study contribute to integrating programming teaching of teachers and promoting programming education in K‐12 classrooms.

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The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017

Cited by 18 publications

References 89 publications

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions

K‐12 teachers' programming attitudes among different disciplines: Analysis of influential factors

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