The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training

Goldstein, Olzan; Tessler, Bertha

doi:10.28945/3876

Cited by 13 publications

(8 citation statements)

References 8 publications

(11 reference statements)

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“…The ICT level questionnaire consisted of six statements rated on a five-point Likert scale (1 = strongest disagreement; 5 = strongest agreement). This questionnaire was based on that of Goldstein and Tessler (2017) and contained statements about using technology. The Cronbach's alpha value was .87.…”

Section: Instrumentsmentioning

confidence: 99%

Factors affecting student-teacher satisfaction with a multi-college online collaborative course

Shonfeld

2021

AJET

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This study examined the factors that may promote student-teachers’ satisfaction with online collaborative learning (OCL). Eighty-four student teachers at the graduate level at three teacher-education colleges in Israel simultaneously completed questionnaires that examined their information and communication technology (ICT) skills, collaboration experience and personality traits. The findings reveal that ICT level, positive experiences with collaborative learning and openness contributed significantly to satisfaction with the collaborative project and accounted for 63% of the variance. Personal traits were found to be mediated by ICT level, and ICT level was in turn mediated by collaborative experience. The results demonstrate the importance of ICT level as a prerequisite for these courses and the significance of preparing the groups and structuring the activities to achieve positive collaborative experiences. Implications for practice or policy: University stakeholders may build OCL courses in collaboration with other universities. University staff can determine how personality issues and ICT level affect students’ success in OCL courses. Policymakers can better understand the preparation necessary to develop OCL courses. This case can help educators improve their collaborative programs.

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Section: Instrumentsmentioning

confidence: 99%

Factors affecting student-teacher satisfaction with a multi-college online collaborative course

Shonfeld

2021

AJET

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“…The study of teacher training in Israel shows that educators and mentors are still modeling traditional technology in education through presentation and demonstration use despite the fact that the Israeli Ministry of Education (2011) has adapted the 21 st century skills to its educational system (Goldstein & Asaf, 2014;Goldstein & Tesler, 2017).…”

mentioning

confidence: 99%

21st Century Skills: Student Perception of Online Instructor Role

Ganayem

Zidan

2018

IJELL

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Aim/Purpose: This research inquires how students perceive the role of Technology Education and Cultural diversity (TEC) instructors in improving their 21st century skills. In addition, this study examines the students’ preferred learning style: face to face, synchronous and asynchronous. Background: 21st century skills include, among others, collaboration, Information and Communication Technology (ICT) skills, higher order thinking, and multicultural communication. These skills are core elements for modern life and are the focus of this study as teacher critical career and life skills. This article presents the uniqueness of the TEC model, which provides a strategy to develop gradually various 21st century skills for teacher training in a multicultural technologically rich environment. Methodology: This study examined (a) the level of ICT skills students acquire from the courses; (b) students’ perceptions of the instructor role in developing 21st century skills; and (c) students’ preferred learning style. A questionnaire was delivered to 99 students, who participated in courses based on the TEC model. Students from eight different Teacher Education Colleges and different cultural backgrounds – Arabs, Jews, religious, and secular – participated in this study. Contribution: This study could shed light on the instructor’s role as a facilitator in developing students’ 21st century skills in a multicultural society. This study may provide a model and ideas for policy makers in teacher training programs to employ 21st century skills along with continuous development and adaptation to suit the rapid changing reality. A larger study needed to examine additional aspects of the 21st century skills in the teacher training programs in general and in multicultural societies in particular. Findings: The findings show that students complete the course with a high level of ICT skills, and that their preferred learning communication style was face-to-face (F2F) (45.45%) and blended method (43.43%), over the fully online (11.11%). Regarding online learning, students mostly preferred the mixed method of synchronous and asynchronous (59%), followed by asynchronous (29%), and synchronous (12%). As to student preference of the instructor role of enhancement, the results were prioritized as follow: Higher order thinking (M=3.99), online group collaboration (M=3.87), multicultural communication awareness (M=3.82), pedagogical use of digital tools (M=3.73). Recommendations for Practitioners: Teacher education lecturers ought to: (1) design the online courses in a way that integrates F2F meetings and both synchronous and asynchronous methods; and (2) employ the wide range of skills in TEC courses that comply with 21st century principles; hence, the importance of widening such courses in teacher education colleges. Recommendation for Researchers: It is recommended to perform a similar study using a pre-post method, as well as taking into consideration cultural uniqueness (such as language differences) and group comparison, where we can identify the effective components of the course design that would lead to a higher level of 21st century skills competencies among teachers. Impact on Society: 21st century skills are life skills, hence developing these skills in an appropriate educational setting reflects better utilization among all the members of society. Future Research: More research should be done to widen the knowledge and address the importance of the instructor role as a course designer and facilitator in order to turn 21st century learning into a more meaningful and relevant one.

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“…Zunächst werden Ergebnisse vorgestellt, die Zusammenhänge zwischen individuellen Voraussetzungen der Studierenden und deren Mediennutzung thematisieren (Fragestellung 1). Auf der motivationalen Ebene waren positive Einstellungen zum Unterrichten mit digitalen Medien (Goldstein & Tessler, 2017 Neben den beschriebenen förderlichen Voraussetzungen gibt es solche, die keinen bzw. einen negativen Einfl uss auf die Nutzung digitaler Medien im Praktikum haben.…”

Section: Individuelle Voraussetzungen Für Die Nutzung Digitaler Medie...unclassified

Bildung im digitalen Wandel. Lehren und Lernen mit digitalen Medien

2022

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Digitale Medien spielen in allen Lehr- und Lernsettings eine zunehmend bedeutende Rolle – unabhängig davon, ob diese in Präsenz oder als hybride oder digitale Formate gestaltet sind. Fragen in diesem Zusammenhang betreffen pädagogische und didaktische Überlegungen, aber auch bildungspolitische Fragen wie zum Beispiel die Gestaltung von Curricula. Die in diesem Band vertretenen Bildungssektoren – Bildung in Kindheit, Jugend und Familie, allgemeinbildende Schule, Lehrkräfteausbildung, Berufsbildung sowie Erwachsenen- und Weiterbildung – fokussieren jeweils spezifische Aspekte aus dem Themenfeld Lehren und Lernen mit digitalen Medien und arbeiten den Forschungsstand hierzu auf. Die fünf Reviews sowie eine Darstellung der methodischen Vorgehensweise bilden den dritten Teil einer Reihe zur Digitalisierung in der Bildung, deren Anliegen es ist, anhand von Critical Reviews aktuelles Forschungswissen zu verschiedenen inhaltlichen Fragestellungen der digitalen Bildung zu synthetisieren und zu strukturieren.

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The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training

Cited by 13 publications

References 8 publications

Factors affecting student-teacher satisfaction with a multi-college online collaborative course

Factors affecting student-teacher satisfaction with a multi-college online collaborative course

21st Century Skills: Student Perception of Online Instructor Role

Bildung im digitalen Wandel. Lehren und Lernen mit digitalen Medien

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