Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

Sasota, Randolf S.; Cristobal, Ruby R.; Sario, Imelda S.; Biyo, Josette T.; Magadia, Joselito C.

doi:10.1007/s40692-021-00185-w

Cited by 23 publications

(26 citation statements)

References 30 publications

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“…Nevertheless, it mainly regards the need to learn about the background and use of technologies. The latter finding contrasts with those reported by Sasota and colleagues [22], who found science teachers to score higher on the WST model than mathematics teachers. It might be noted that their research was done among teachers in the Philippines: therefore, this difference might be explained by the different contexts.…”

Section: Discussioncontrasting

confidence: 93%

Teachers’ Perspective on Artificial Intelligence Education: an Initial Investigation

Polak

Schiavo

Zancanaro

2022

CHI Conference on Human Factors in Computing Systems Extended Abstracts

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Learning about Artificial Intelligence (AI) from a young age can help students become competent citizens able to move through our increasingly digital world with confidence and responsibility. This contribution presents a preliminary investigation in Bulgaria, Greece, Italy, and Romania to understand middle school teachers' perspective on how to best teach digital competencies for AI. It uses the Will, Skill, Tool model as a theoretical lens, and it aims to inform the design of educational content and online platforms to enable teachers to integrate AI education into their classroom. Through a human-centred design process -including focus groups and a survey -needs and requirements were identified for a supportive online educational platform that aids teachers in AI education. The research results showed a positive attitude towards AI education and high motivation to introduce AI-related content at school, which translates to a positive Will factor. Regarding the Skill factor, teachers seem to have a basic level of digital skills but low AI-related skills. No significant problems emerged regarding the availability of resources, but further research investigating whether the Tool factor is accounted for would be desirable. Based on the results, six design implications for a web-based educational platform on AI have been formulated: (i) provide the required basics; (ii) make it relevant; (iii). make it interactive and collaborative; (iv) keep everyone in the loop; (v) make it accessible; (vi) motivate the user. These implications are further discussed to extend computational thinking frameworks to incorporate AI-related concepts and perspectives.

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Section: Discussioncontrasting

confidence: 93%

Teachers’ Perspective on Artificial Intelligence Education: an Initial Investigation

Polak

Schiavo

Zancanaro

2022

CHI Conference on Human Factors in Computing Systems Extended Abstracts

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“…The WST model focuses on the proficiency of teachers (Christensen & Knezek, 2016) and postulates that the teachers` beliefs with regard to digital technologies (will), their technical skills (skill), and the digital equipment available for the teacher (tool) are the most important predictors for technology integration (Knezek et al, 2003;Niederhauser & Lindstrom, 2018). This postulation has been confirmed by many studies showing that those three predictors play a very important role in technology integration (Agyei & Voogt, 2011;Petko, 2012;Farjon et al, 2019;Knezek et al, 2003;Knezek et al, 2000;Knezek & Christensen, 2008Morales Velazquez, 2007;Pozas & Letzel, 2021;Sasota et al, 2021;Sawyerr & Agyei, 2022). In the majority of older studies technology integration was measured as the teachers` familiarity, beliefs, and self-efficacy with regard to digital technologies that can be confounded with the will-and skill-component of the WST model (see for example Agyei & Voogt 2011;Knezek et al, 2003;Knezek & Christensen, 2016).…”

Section: Will-skill-tool Model With Regard To Learning Analytics In S...mentioning

confidence: 96%

“…In the majority of older studies technology integration was measured as the teachers` familiarity, beliefs, and self-efficacy with regard to digital technologies that can be confounded with the will-and skill-component of the WST model (see for example Agyei & Voogt 2011;Knezek et al, 2003;Knezek & Christensen, 2016). To avoid this confounding problem other studies have operationalized technology integration as the frequency of technology use by teachers and students in class and have investigated it in combination with key components of the WST model (see Petko, 2012;Schmitz et al, 2022;Sasota et al, 2021;). However, in a European large scale assessment study it was found that will-, skill-and tool-components were only of minor importance for the frequency of technology use (e.g., computer and internet applications) by students and teachers in class (Schmitz et al, 2022).…”

Section: Will-skill-tool Model With Regard To Learning Analytics In S...mentioning

confidence: 99%

Teachers’ data literacy for learning analytics: a central predictor for digital data use in upper secondary schools

2023

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Since schools increasingly use digital platforms that provide educational data in digital formats, teacher data use, and data literacy have become a focus of educational research. One main challenge is whether teachers use digital data for pedagogical purposes, such as informing their teaching. We conducted a survey study with N = 1059 teachers in upper secondary schools in Switzerland to investigate teacher digital data use and related factors such as the available technologies in schools. Descriptive analysis of the survey responses indicated that although more than half of Swiss upper-secondary teachers agreed with having data technologies at their disposal, only one-third showed a clear tendency to use these technologies, and only one-quarter felt positively confident in improving teaching in this way. An in-depth multilevel modeling showed that teachers’ use of digital data could be predicted by differences between schools, teachers’ positive beliefs towards digital technologies (will), self-assessed data literacy (skill), and access to data technologies (tool) as well as by general factors such as frequency of using digital devices in lessons by students. Teacher characteristics, such as age and teaching experience, were minor predictors. These results show that the provision of data technologies needs to be supplemented with efforts to strengthen teacher data literacy and use in schools.

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“…While categorising the factors affecting education on the basis of subjects, there have been studies related to mathematics and science (Sasota et al. , 2021), English (Alobaid, 2020) to cope up with during the pandemic.…”

Section: Thematic Corementioning

confidence: 99%

ICT – a surviving tool for economy in the phase of social distancing: a systematic literature review

Gupta¹,

Gupta²,

Kataria³

et al. 2022

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PurposeThe purpose of this study is to recognise the role of information and communication technology (ICT) tools in different sectors like Education, Health Care, Business, FMCG and Entertainment in the phase of social distancing. This study also attempts to provide a quantitative review of the scholarly literature on this topic.Design/methodology/approachA comprehensive literature evaluation was undertaken using a database encompassing 150 English-language papers with publication dates ranging from 2019 to 2021. The research profile and thematic analysis are presented through a comprehensive content analysis, resulting in four themes. The study reviews various research articles and reports related to social distancing and opens a discussion on the growing importance of ICT tools during this COVID-19 era.FindingsICT acts as a surviving tool for the economy by creating a virtual environment and helping people to stay socially connected during this pandemic. There is a lack of empirical evidence to support the facts so further research is required.Research limitations/implicationsThere are two drawbacks to the current study. Firstly, this study established a rigorous review methodology in which the researchers opted to exclude any grey literature, non-peer-reviewed articles, books, notes and book chapters from consideration. These sources could have had pertinent literature. Secondly, even after protocol’s rigour and numerous rounds of checks by a team of academicians and researchers, an anomaly may have sneaked into the evaluation.Originality/valueThe current study contributes to the growing literature on ICT tools particularly in this phase of social distancing. This paper highlights the need for future research in this area supported by different statistics.

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Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

Cited by 23 publications

References 30 publications

Teachers’ Perspective on Artificial Intelligence Education: an Initial Investigation

Teachers’ Perspective on Artificial Intelligence Education: an Initial Investigation

Teachers’ data literacy for learning analytics: a central predictor for digital data use in upper secondary schools

ICT – a surviving tool for economy in the phase of social distancing: a systematic literature review

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