Transition from traditional to ICT-enhanced learning environments in undergraduate chemistry courses

Hwang, Gwo‐Jen; Lin, Bertrand M.T.; Lin, Tsung-Liang

doi:10.1016/j.compedu.2004.11.004

Cited by 101 publications

(37 citation statements)

References 17 publications

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“…Additionally, the utilization of technology can help improve teachers' attitudes, confidence, and instructional applications (Sorensen, Twidle, Childs, & Godwin, 2007), help teachers reflect upon scientific explanations and examples generated in their teaching (La Velle et al, 2003), and understand scientific concepts and creativity (Jang, 2009;Rodrigues et al, 2003). On the contrary, lack of the knowledge about utilizing technology can limit the effectiveness of integrating technology into teaching (Barak, 2007). Therefore, teachers' knowledge to integrate content, pedagogy and technology has become important.…”

Section: Introductionmentioning

confidence: 99%

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Jang

Tsai

2013

AJET

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Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples t-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.

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Section: Introductionmentioning

confidence: 99%

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Jang

Tsai

2013

AJET

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“…Estos resultados permiten inferir que los docentes de la facultad en el proceso de integración de las tecnologías a la docencia, se encuentran todavía en la fases de pasividad y dependencia del soporte técnico (Barak 2007) por lo cual se requiere apoyo para llegar a la fases de independencia parcial e independencia total.…”

Section: Discusión De Resultadosunclassified

Desarrollo de habilidades digitales docentes para implementar ambientes virtuales de aprendizaje en la docencia universitaria

Espinosa

2016

Sophia

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El propósito de esta investigación es caracterizar las necesidades de apoyo técnico y capacitación de docentes universitarios en manejo de Moodle. Se encuestaron 65 docentes para identificar su percepción de habilidad y necesidades de formación; analizando la influencia de género, edad y tipo de contratación. Se encontró bajo conocimiento sobre manejo de Moodle por parte de los docentes, bajo nivel de habilidad y baja participación en programas de formación, sin diferencia entre sexo, edad o género. Los docentes jóvenes tienen mayor uso de Moodle en la docencia (p<0,05). Los hombres utilizan más las redes sociales en la enseñanza (p<0,05). Las mujeres utilizan argumentan mayor falta de apoyo técnico (p<0,05). Los profesores de planta tienen mayor conocimiento de herramientas de Moodle (p<0,05). Los resultados permiten concluir que para mejorar la integración de Moodle a la docencia se requiere formación básica de Moodle y aspectos pedagógicos para su incorporación en la enseñanza. AbstractThe purpose of this research is to characterize technical and training support needs faced by university teachers parting from their perception of ability in managing the Moodle and limitations for implementation in on-campus teaching, analyzing the influence of factors such as genre, age and concentration type. Regarding use by teachers of the formation offer in the use of Moddle in teaching, statistical difference (p<0,05) between genres was stressed, women being the ones who less use it. Regarding skills on handling the Moodle, statistical difference (p<0,05) between genres was stressed, women being the ones bearing more ability. In terms of technical and training needs for implementation of Moodle in teaching, statistical difference (p<0,05) between genres was stressed, men being the ones requiring more support.

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“…As an example of this category, we look at the evolution of a use case LTS -an interactive database learning and training environment called the Interactive Database Learning Environment IDLE -as our case study (Murray, Ryan, & Pahl, 2003;Kenny & Pahl, 2005); Holohan et al, 2006). Other systems like those described by Barak (2007) or Mitrovic (2007) will also be discussed.…”

Section: A Learning Technology Systems Use Casementioning

confidence: 99%

“…Often, the initial concern is the transition from a traditional setting to a digitally based and delivered one. Barak (2007), Narwanvi & Arif (2008) and Ge, Lubin & Zhang (2010) address this migration from a technical and also a stakeholder perspective. Barak (2007) identifies four transition steps as a technical approach to migration and discusses the benefits, but also the complexities seen by the instructors.…”

Section: Literature Review -Change and Evolution Of Ltsmentioning

confidence: 99%

“…Barak (2007), Narwanvi & Arif (2008) and Ge, Lubin & Zhang (2010) address this migration from a technical and also a stakeholder perspective. Barak (2007) identifies four transition steps as a technical approach to migration and discusses the benefits, but also the complexities seen by the instructors. Narwani and Arif (2008) focus on adaptation problems in adopting standard LTS, i.e.…”

Section: Literature Review -Change and Evolution Of Ltsmentioning

confidence: 99%

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The Life and Times of a Learning Technology System

Pahl

2013

International Journal of Web-Based Learning and Teaching Technologies

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With the inception of the web now being more than 20 years ago, many web-based learning technology systems (LTS) have had a long life and have undergone many changes, both affecting content and infrastructure technologies. A change factor model can capture the various factors causing LTS to change. Methods for change-aware design of LTS have been suggested. The purpose of this investigation is, firstly, to add empirical results to aspects of these models and methods in order to show the relevance of such a change factor model by specifically looking at an LTS that has been developed, maintained and extended over a period of 20 years. Secondly, these results shall be used to develop a conceptual model capturing and assessing the impact of change. A key observation is an unexpectedly high impact of environmental constraints on the LTS, but also new opportunities emerging over time have had dramatic changes as their consequence.

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Transition from traditional to ICT-enhanced learning environments in undergraduate chemistry courses

Cited by 101 publications

References 17 publications

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Desarrollo de habilidades digitales docentes para implementar ambientes virtuales de aprendizaje en la docencia universitaria

The Life and Times of a Learning Technology System

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