The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model

Petko, Dominik; Prasse, Doreen; Cantieni, Andrea

doi:10.1080/07380569.2018.1428007

Cited by 120 publications

(104 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The research data were analysed by three authors of this paper to triangulate the results with multiple analysts (see Patton 1999). In the first phase, two of the authors read the data together, discussed the TPACK areas and made the first draft of the coding.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas

et al. 2020

View full text Add to dashboard Cite

The present study is an extension of studies that measure pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) confidence. It provides new perspectives on pre-service teachers' TPACK by shifting the focus to concrete concerns and strengths indicated by pre-service teachers. The target group consists of a cohort of firstyear pre-service teachers (N = 86) from a Finnish university. The data used in this study were 86 lesson plans with integrated technology written by first-year pre-service teachers, with a specific section where students outlined their confident and challenging areas in the lesson plan. These sections were analysed quantitatively through the theoretical lens of TPACK. Four TPACK areas were found confident, challenging or both confident and challenging for students. For these first-year pre-service teachers, pedagogical knowledge played the most important role, and the outcomes concretize specific aspects of pedagogical knowledge that can be addressed to develop TPACK in teacher education. The results provide important perspectives on pre-service-teachers' development of TPACK, revealing the important position of pedagogical knowledge and detailed perspectives on how pre-service teachers view their readiness to use ICT in education.

show abstract

Section: Resultsmentioning

confidence: 99%

“…The contents of the analysed areas were similar to the first round of analysis, and consensus was achieved. The aims of the three researchers were to avoid selective perception and interpretive bias (Patton 1999) and to avoid the effects of pre-conceptions and expectations of the results.…”

Section: Resultsmentioning

confidence: 99%

Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Several international studies have shown that teachers' attitudes towards the potentials of ICT for teaching and learning are a relevant factor for the implementation and/or use of ICT for teaching (Aesaert et al 2015; Ainley 2018; Buabend-Andoh 2012; Drossel et al 2016;Hatlevik and Hatlevik 2018;Petko et al 2018;Tomczyk et al 2015;Tondeur et al 2017;Yang and Leung 2015). Especially for Germany there are many indications of the importance of teachers' attitudes and beliefs with regard to ICT in teaching and learning.…”

Section: Attitudes Of Teachers Towards the Potentials Of Ict For Teacmentioning

confidence: 99%

Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain

Drossel

Eickelmann

Vennemann

2020

Large-scale Assess Educ

View full text Add to dashboard Cite

Background: The ongoing digitalization poses new challenges for schools concerning students' digital skills. In this context, the International Computer and Information Literacy Study (IEA-ICILS 2018) has identified substantial social disparities concerning computer and information literacy of grade 8 students. Furthermore, it has been observed that many schools, especially those located in socioeconomically challenged areas, are particularly engaged in supporting students' digital literacy and innovatively designing learning processes with information and communications technology (ICT). Empirical studies have made it apparent that some schools have high average achievements concerning domains such as reading literacy and mathematics in spite of socioeconomically challenged student bodies. These schools are regarded as being organizationally resilient. This contribution focusses on these organizationally resilient schools with regard to the domain of computer and information literacy. It aims to investigate how these schools can be classified as a typology according to selected school and/or teacher characteristics. Methods: As a first step, representative samples of IEA-ICILS 2018 are used to identify organizationally resilient schools by using students' achievement measures (plausible values) and their background information regarding their families' socioeconomic status. In order to develop a typology, latent profile analyses (LPA) are conducted by using input and process indicators on the school level, which have been proven to be relevant for implementation through existing empirical research. Results: About one twentieth of the schools examined in this contribution can be regarded as organizationally resilient and can be allocated onto a typology of three school types that are characterized by different school-level factors. Conclusions: The international comparison permits the conclusion that the phenomenon of organizational resilience is also existent with regard to the content domain of computer and information literacy. However, the proportion of resilient schools is subject to considerable variation between countries.

show abstract

“…Although teachers can be considered to be key players in the digital transformation of schools (e.g., Niederhauser and Lindstrom 2018;Scherer and Teo 2019), and because more work is needed with respect to developing teachers' digital competence, institutional factors also play a significant role in effectively supporting this transformation (e.g., Petko et al 2018;Tondeur et al 2008;Vanderlinde et al 2014). Therefore, it is extremely important to create the proper conditions to promote digital transformation in schools by effectively and fully exploiting the affordances and A.…”

Section: Introductionmentioning

confidence: 99%

The “Digital Facilitator”: An Extended Profile to Manage the Digital Transformation of Swiss Vocational Schools

Cattáneo¹,

Bonini²,

Rauseo³

2021

Digital Transformation of Learning Organizations

View full text Add to dashboard Cite

Digital transformation requires the field of education to increasingly deal with the interplay between the teachers’ individual development of digital competence and institutional integration and adoption of digital technology. This is especially crucial in the vocational education context, which is closer to the world of work and, therefore, more sensitive to the disruptive changes of digitalisation. This chapter addresses this issue by proposing the result of a project that aimed to identify a new professional profile in the context of dual vocational education in Switzerland. The Digital Facilitator is a new term that refers to a teacher with advanced digital competency who is an expert in facilitating digital innovation adoption within educational institutions. Thus, it constitutes a possible concrete way to address the issue of integrating the individual and the organisational perspectives related to digital transformation. The profile is discussed by presenting an analysis of acknowledged existing frameworks and by considering the specificities of the context in which it was developed. The opportunities and challenges associated with introducing the profile are also critically addressed.

show abstract

The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model

Cited by 120 publications

References 47 publications

Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas

Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas

Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain

The “Digital Facilitator”: An Extended Profile to Manage the Digital Transformation of Swiss Vocational Schools

Contact Info

Product

Resources

About