Towards a pre-service technology teacher education resource for New Zealand

Forret, Michael; Fox-Turnbull, Wendy; Granshaw, Bruce; Harwood, Cliff; Miller, Angela; O’Sullivan, Gary; Patterson, Moira

doi:10.1007/s10798-011-9199-8

Cited by 20 publications

(7 citation statements)

References 10 publications

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“…Technological systems are complex and they do not act on their own. Namely, as many researchers dealing with the nature of technology (de Vries, 2012;Forret et al, 2011;Kruse & Buckmiller, 2015;Pleasants et al, 2019) have stated, a well-developed understanding of the nature of technology will aid in learning, practice and decisions in this area.…”

Section: Discussionmentioning

confidence: 99%

“…If educators are able to understand students' perceptions of the nature of technology, they can assist them to become aware of their personal thoughts and improve their technology literacy (Liou, 2015). In fact, it is stated that in order for teaching it effectively, teachers should have a well-developed understanding of technology (de Vries, 2012;Forret et al, 2011). Herein, the necessity of teachers to have a realistic/true perception of the nature of technology comes up.…”

Section: Introductionmentioning

confidence: 99%

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Science teacher’s perceptions of the nature of technology: a Q-methodology study

Türkoğlu

Aydın

Eş

2021

Int J Technol Des Educ

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Science teacher’s perceptions of the nature of technology: a Q-methodology study

Türkoğlu

Aydın

Eş

2021

Int J Technol Des Educ

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“…It is seen as essential for teachers to have a comprehensive understanding of technology to support teaching and learning (Compton & Compton, 2013 ; Forret et al, 2013 ). Similarly, TL and technology self-efficacy are determined as the most significant elements of the UNESCO’s ( 2018 ) ICT qualification framework for teachers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Digital literacy, technological literacy, and internet literacy as predictors of attitude toward applying computer-supported education

Yeşilyurt

Vezne

2023

Educ Inf Technol

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Even though there is an abundance of research on computer supported education (CSE), digital literacy (DL), technological literacy (TL), and internet literacy (IL), the correlation between them and their effect on each other have not been analyzed in the literature. However, no study has been conducted on the correlation between and effect of CSE, DL, TL, and IL and which additionally explains their relationship to each other. This study aims to analyze the effect levels among the latent variables of DL, TL, and IL, and the attitude toward applying CSE and these latent variables’ ratios to each other. For this purpose, eight hypotheses were developed after reviewing the literature. A relational descriptive model is used to detect the presence and extent of covariance. The participants of this study were 510 prospective teachers. Exploratory and confirmatory factor analysis of the scales were performed. The hypotheses of the research were tested with the structural equation model. As a result, it was revealed that DL, TL, and IL together significantly affect and explain the attitude towards CSE. Different suggestions have been developed based on the results of the research.

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“…With reference to New Zealand's Technology curricular framework (Forret et al, 2013), the instrument used in this investigation was jointly developed by New Zealand's six information technology education (ITE) providers 1 to assess ITEs' base understanding of Technology and the role of creativity. RQ1a elicits degrees of agreement with the following statement: Design is a process that can be used to turn ideas into products (response options are 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree).…”

Section: Instrumentsmentioning

confidence: 99%

Initial teacher education students’ conceptions of creativity in technology and science education: A large-scale New Zealand study

Courtney

Lee

McGlashan³

et al. 2017

AJTE

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The Australasian Journal of TechnologyEducation is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the on-going research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area. The Journal seeks to publish• reports of research, • articles based on action research by practitioners, • literature reviews, and • book reviews. Publisher: The Technology, Environmental, Mathematics and Science (TEMS) Education ResearchCentre, which is part of the Faculty of Education, The University of Waikato, publishes the journal.

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Towards a pre-service technology teacher education resource for New Zealand

Cited by 20 publications

References 10 publications

Science teacher’s perceptions of the nature of technology: a Q-methodology study

Science teacher’s perceptions of the nature of technology: a Q-methodology study

Digital literacy, technological literacy, and internet literacy as predictors of attitude toward applying computer-supported education

Initial teacher education students’ conceptions of creativity in technology and science education: A large-scale New Zealand study

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