Unpacking teachers’ intentions to integrate technology: A meta-analysis

Scherer, Ronny; Teo, Timothy

doi:10.1016/j.edurev.2019.03.001

Cited by 154 publications

(131 citation statements)

References 87 publications

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“…Moreover, the will, skill, tool model implies attitudes are a predictor for the actual use of technology ( Knezek & Christensen, 2016 ). Indeed, Scherer and Teo (2019) identified in their meta-analysis that attitudes are a significant predictor for teachers’ intention to use technology; however, they did not consider the actual use, which might be problematic ( Nistor, 2014 ). Scherer, Tondeur, Siddiq, and Baran (2018) showed that attitudes towards technology can be an important predictor for the level of TPACK in pre-service teachers.…”

Section: Technology-related Ksamentioning

confidence: 99%

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Seufert

Guggemos

Sailer

2021

Computers in Human Behavior

146

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This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA. To this end, we introduce the concept of augmentation strategies.

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Section: Technology-related Ksamentioning

confidence: 99%

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Seufert

Guggemos

Sailer

2021

Computers in Human Behavior

146

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“…The two key findings are not necessarily qualifiers to the benefits of online conferences for better learning but a reminder that engagement online is not without friction and costs. Acceptance of technology in a systematic review was modeled using intent, perceived ease of use, and perceived benefits (Scherer & Teo, 2019). We now have the intent and context needed to more heavily invest in online conferences, but we must work to ensure that the buy‐in to use the technology is reasonable for both sides of conference participants, that is, organizers/presenters and attendees to actively contribute novel content and commentary.…”

Section: Supporting Research On Conferencesmentioning

confidence: 99%

Online conferences for better learning

Lortie

2020

Ecology and Evolution

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A crisis is never welcomed, and we must now rally to innovate how we do science. We need to work harder to make conferences better and not only address the immediate challenges but tackle pre-existing limitations associated with conferences and meetings. Conferences are a profoundly useful mechanism to enable scientific progress as a community. These conventions provide the opportunity to network, collaborate, communicate, connect early-career researchers with new (and established) collaborators, and most importantly co-learn and build community. Ecologists and evolutionary biologists are scientists, citizens, educators, and a collective that can affect social good. Hence, conferences allow us to convene and share and learn in different and extended ways (Cooke et al., 2017). These meetings are typically about more than scientific content and facilitate the identification of research gaps and opportunities (Kochetkov et al., 2020; Oester et al., 2017). In some respects, coming together also helps us decide how we feel about the global grand challenges that we face environmentally and as a species (Acocella, 2015). We build collective strength and cohesion. Conferences in ecology and evolution are also incredibly frequent. A brief search on sites that compile conference listings for ecology and evolution including the Nature Ecology and Evolution website, relevant society sites, and The World Academy of Science, Engineering, and Technology (filtered using the key term "ecology") suggest that there were approximately 400 meetings scheduled for the calendar year of 2020 (Lortie, 2020c). However, as citizens, we have a moral responsibility to flatten the curve of a pandemic through reduced in-person interactions, smaller conventions only for critical needs, and much less travel to mitigate spread and reduce risks for everyone (Khoo & Lantos, 2020; Verma et al., 2020). More broadly, we can reconsider the carbon costs and other impacts including accessibility and the equity of costs to convene exclusively through faceto-face meetings (Julsrud et al., 2014; Neugebauer et al., 2020). In doing so, we have an opportunity to promote equity, diversity, and inclusivity through different planning, by reducing some of the financial costs, and by sharing our insights to wider, more varied com

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“…Among the main difficulties in using flipped learning is the heavy workload on teachers when creating inverted learning materials and lower activity levels among students when learning outside the classroom (Lo & Hew, 2017). Research on the factors that determine technology acceptance from the teachers' perspective has been conducted for some time (Scherer & Teo, 2019). Teachers' technology acceptance is a complex construct that is influenced by many factors.…”

Section: Flipped/inverted Classroommentioning

confidence: 99%

Video Explanations as a Useful Digital Source of Education in the COVID 19 Situation

Pérez

Zmazek

Lipovec

et al. 2020

REI

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The paper presents the current state of scientific findings on flipped learning during the outbreak of COVID 19 and compares two models, the Chinese and the Slovenian. The portal www.razlagamo.si offers asynchronous video explanations that allow the learner to manage time independently and supportive conversations in which students synchronously, in one-to-one conversations communicate with student-teachers and in-service teachers. The quantitative overview of the video explanations is provided. Results will help teachers who use the principles of flipped classroom, and decision-makers who design the educational model for the future.

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Unpacking teachers’ intentions to integrate technology: A meta-analysis

Cited by 154 publications

References 87 publications

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Online conferences for better learning

Video Explanations as a Useful Digital Source of Education in the COVID 19 Situation

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