preliminary Findings in the development of a theoretical Framework for Investigating Ict Integration in teacher Education (original) (raw)
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This study investigated the expressed attitudes, the perceived skill levels, and the level of the Information and Communications Technology ICT integration to instruction of teacher educators in state universities, autonomous and deregulated teacher education institutions. It explored the relationship between expressed attitudes and perceived skill levels towards the actual level of ICT integration. It also determined if a significant relationship exists between the level of ICT integration and the following factors: gender, age, number of years as teacher educators, and employment status. It further sought the teacher educators' opinions on what teacher education subjects and by what manner can the integration of ICTs to instruction be best implemented.
ICT Integration in Teacher Education Institutions
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This study investigated the expressed attitudes, the perceived skill levels, and the level of the Information and Communications Technology ICT integration to instruction of teacher educators in state universities, autonomous and deregulated teacher education institutions. It explored the relationship between expressed attitudes and perceived skill levels towards the actual level of ICT integration. It also determined if a significant relationship exists between the level of ICT integration and the following factors: gender, age, number of years as teacher educators, and employment status. It further sought the teacher educators' opinions on what teacher education subjects and by what manner can the integration of ICTs to instruction be best implemented.
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL, 2023
This study highlighted the level of teachers’ ICT integration in teaching and learning English. This determined the English teachers’ attitude towards ICT integration. The study was anchored on Davis’s Technology Acceptance Model which originated from Ajzen & Fishbein’s Theory of Reasoned Action. Moreover, the descriptive research method was used in this study, involving a purposive random sampling method in obtaining data from respondents. Teachers were profiled, details and results were enumerated. Several findings were made about the English teachers, that there is no significant difference in the ICT integration in teaching and learning when grouped according to their highest educational attainment; there is no significant difference in the ICT integration in teaching and learning when grouped according to teachers’ seminars/trainings in ICT; there is no significant difference in the ICT integration in teaching and learning when grouped according to perceived usefulness of ICT i...
WHY DO TEACHERS EDUCATORS NOT PRACTICE WHAT THEY BELIEVE: ICT INTEGRATION GAPS
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The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analysed quantitatively and qualitatively. The results revealed that although there were three different contexts in three countries, LTE programmes seemed to implement teacher education strategies so as to prepare future teachers for educational technology use similarly at a moderate level. Modelling TEs and reflection on technology use were found to be significant strategies followed while feedback and instructional design strategies were challenging for the programmes. Furthermore, the results also indicated limited access to resources, lack of institutional support and qualified TEs who could successfully use and integrate technology into their teaching. Based on the findings, implications on how to integrate technology training into LTE programmes are discussed.
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