Pre-service Teachers Readiness to Integrate ICT in their Teaching (original) (raw)
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Technology integration through acceptance of e-learning among preservice teachers
The Indonesian Journal of Electrical Engineering and Computer Science (IJEECS), 2023
The rapid evolution of online learning necessitates the agility of future educators. Future teachers' technological attitudes and abilities will be affected by the explication of the role of technology in learning in teacher education. Therefore, preservice teachers must be prepared to implement technology in their future classrooms. This study investigated the effect of technological pedagogical content knowledge (TPACK) competency on the technology acceptance model (TAM)-measured intention to use from two perspectives: self-confidence and self-regulation. Thus, six hypotheses are proposed to investigate the relationship between TPACK proficiency and the intent to use technology. The population of 224 preservice teachers at one Indonesian tertiary institution was analyzed using structural equation modeling (SEM) to confirm five of the six hypotheses. It is stated that attitudes toward TPACK competence positively correlate with self-regulation, selfefficacy, and intent to use technology. In addition, the derived model can account for approximately 53.8% of the intention to integrate technology in the classrooms of preservice teachers.
Teachers need to be competent in integrating ICT into education to support teaching and learning process. This study aims to investigate both the pre-service and starting teachers’ perceptions for ICT-related variables—perceived ICT competence, perceived competence in ICT integration, attitudes towards ICT, anxiety around ICT usage, external barriers to ICT integration, ICT-related courses, pedagogical knowledge, and prior experience concerning the use of ICT— with regard to their integration of ICT into teaching practice to explore to what extent they integrate ICT into education. Quantitative data were collected from 200 pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics and science in their fourth year of training programmes and 105 starting teachers who have been teaching not more than for three years in the mentioned subjects. T-test and multiple regression analysis were used to analyse the data. It was found out that perceived competence in ICT integration, computer anxiety, perceived ICT competence and pedagogical knowledge variables significantly predicted the teachers’ integration of ICT into teaching practices. The results showed that their integration of ICT was limited to basic level and demonstrative purposes and they underused simulated tasks for experience, discovery and experiment. Implications and suggestions were put forward for the teacher training and professional development trainings to enable teachers to use ICT more competently and confidently in education.
A large body of literature suggests that attitudes toward technology and its educational use are important determinants of technology acceptance and integration in classrooms. At the same time, teachers' Technological, Pedagogical, and Content Knowledge (TPACK) facilitates the meaningful use of technology for educational purposes. Overall, attitudes toward technology and TPACK play a critical role for technology integration and have been in the focus of many empirical studies. Albeit the attention that has been paid to these two concepts, their relation has not been fully understood. The present study contributes to the advancement of this understanding by examining the relations between three core technology attitudes (i.e., general attitudes towards ICT, attitudes towards ICT in education, and ease of use) and TPACK self-efficacy beliefs, based on a sample of N = 688 Flemish pre-service teachers in 18 teacher-training institutions. Using a variety of structural equation modeling approaches, we describe the TPACK-attitudes relations from multiple perspectives and present a substantive-methodological synergism. The analyses revealed that the attitudes toward technology and TPACK self-beliefs were positively related; yet, differences across the attitudes and TPACK dimensions existed, pointing to the delineation of general and educational perspectives on the use of ICT.
2017
The changing and developing educational methods and techniques give priority to the technology based education and learning methods. Both the students and their teachers react to these developments and methods that have emerged in the last 25 years and there is a limit to the literature that evaluates the way they perceive these methods. The purpose of this research is to show teachers' tendency to use information technology and to use information and communication approach by using Technology Acceptance Model (TAM). By doing this our goal is to find out whether technological development is used effectively in a productive way or not. On the other hand, as a result of this study our aim is to understand the feelings and expectations of teachers while they are using technological devices. In the study, 143 teachers working in the province of Darende in Malatya answered the survey and the results were analyzed and we tried to determine the attitude, perception style and how the...
Journal of Education and Educational Development, 2019
Research indicates that student achievement enhances if coupled with information and communication technology (ICT). However, regardless of its extreme importance, there are examples of ICT underuse across all levels of classroom teaching and learning in Pakistan. Evidence from previous research studies suggests that teachers' perceptions, attitudes and motivation towards ICT determine the practical use of ICT in classroom teaching. The aim of this study was to fi nd the effect of university teachers' perceptions, attitude, and motivation towards their readiness for the integration of ICT in their classroom teaching. A sample of 377 university teachers from 51 higher education institutions responded to the survey instrument. The data were analyzed by using Exploratory Factor Analysis (EFA) and Multiple Regression Analysis. The analysis of data revealed a statistically signifi cant effect of university teachers' perceptions, attitude and motivation towards teachers' readiness for the integration of ICT in their classroom teaching. Based on the fi ndings, the study recommends that university teachers with basic ICT literacy should be encouraged to have a positive attitude toward technology use for discharging professional responsibilities.
Aydın Aslan is a researcher at the Department of Educational Sciences, Vrije Universiteit Brussel (VUB). His research interests include teachers' ICT competences, professional teacher development and the integration of ICT into education. Chang Zhu is a professor at VUB and holds a PhD in Educational Sciences. Her research interests include innovations in higher education, collaborative learning, online learning communities, blended learning, and teacher roles and adoption of educational technologies. Address for correspondence: Aydın Aslan, Vrije Universiteit Brussel, Abstract Pre-service teachers need to acquire information and communications technology (ICT) competency in order to integrate ICT into their teaching practices. This research was conducted to investigate to what extent ICT-related variables—such as perceived ICT competence, perceived competence in ICT integration, attitudes toward ICT, anxiety around ICT usage, external barriers to ICT integration, ICT-related courses, pedagogical knowledge, and prior experience concerning the use of ICT—predict the dependent variable " integration of ICT into teaching practices " for pre-service teachers. Data were gathered from 599 pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics, and science in their fourth year of training programs. The study indicated that pedagogical knowledge, ICT-related courses, and perceived ICT competence significantly predicted integration of ICT into teaching practice. These three variables predicted and accounted for 17% of the integration of ICT into teaching practices. The findings of this study showed that pre-service teacher-training programs, especially pedagogical knowledge and ICT-related courses, have a significant effect in enabling pre-service teachers to use ICT in their teaching practices. Introduction Teachers facilitate student learning, creativity and innovation by using their knowledge of the subject matter, teaching and learning, and technology (ISTE, 2008). In this regard, information and communications technology (ICT) plays an important role in enabling teachers and students to teach and learn more effectively. The integration of ICT into education necessitates teachers to be competent in the use of ICT. In other words, teachers are required to have adequate ICT com-petencies to make use of ICT for education (Goktas¸, Yildirim, & Yildirim, 2009). Thomas and Knezek (2008) point out that, teachers in both real and virtual schools and classrooms must be equipped with technology resources and skills to provide learning experiences effectively. These teachers will have the ability to develop innovative ways of using technology to enhance the learning environment, and to promote technology literacy, knowledge deepening, and knowledge creation (UNESCO, 2011a). The effective integration of ICT into education can be thought to enable effective citizens and workers to acquire functional and critical thinking skills such as information literacy, media literacy, and ICT literacy in the 21st century (Partnership, 2015). For that reason, one of the goals of the schools systems in many countries is to ensure that students
Use of technology takes time and requires a paradigm change for teachers to adopt it. Teachers' readiness, how they behave and perceive technology integration or adoption process is particularly critical. The current study investigates the relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance. The results indicate that computer ownership, the internet access and amount of daily computer use do not correlate with the attitude towards computer-assisted education (CAE). The internet access and computer ownership variables do not seem to have any relationship with the intention to technology acceptance. There is a significant and positive relationship among computer competence, attitude towards CAE, and intention to technology acceptance. Perceived usefulness and enjoyment have positive relationship with attitude towards CAE. Although perceived ease of use similarly has significant positive relationship with the attitude towards CAE, it does not predict the attitude towards it.
ICT-Pedagogy Integration in Elementary Classrooms: Unpacking the Pre-service Teachers’ TPACK
Indonesian Research Journal in Education |IRJE|
This study aimed to investigate the Technological Pedagogical Content Knowledge (TPACK) self-efficacy and ICT integration skills of elementary pre-service teachers in elementary classrooms. The respondents were fifty-two (52) elementary pre-service teachers enrolled in the student teaching program at the Central Luzon State University. Results revealed that most of respondents perceived themselves to be highly proficient in all domains of TPACK framework: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK). Most of them were found to be good in integrating ICT in classroom instruction, particularly in terms of planning and implementation.Respondents’ GPA in Educational Technology and ICT-related courses was found to have negative significant relationship with their planning and implemen...
International Journal for Research in Engineering Application & Management (IJREAM), 2018
The ICTs (Information and Communication Technologies) have enormous potential to transform the academic sphere with innovations. Every step of humanity is backed and anchored by technology hence it is mandatory to have its inclusion in academic sector too where mere learning of technology changed to learning with technology. Last three decades witnessed a technological revolution in the academic sector. Studies proved that teachers are the most important school-related factor that influence students' learning hence it is mandatory to evaluate the factors which influence a teacher to accept or reject technology in academics. This study reviewed teachers' attitude and perceptions regarding technology-mediated academic practices and identified the crucial factors that persuade their acceptance of ICT. They are Demographic factors, Teachers' attitude, self-efficacy, enjoyment, interactivity, management support, training, ease of use and usefulness. Based on these factors identified from the reviews, the researchers also conducted semi-structured interviews with school teachers with a sample size of 30 and evaluated its practical implication in the present scenario. The study was conducted in Coimbatore District, Tamilnadu. The study identified a significant correlation between the factors identified through the reviews and the response extracted from the samples.
Campus-Wide Information …, 2011
Purpose -The purpose of this study is to assess the efficiency of the technology acceptance model (TAM) to explain pre-service teachers' intention to use technology in Turkey. Design/methodology/approach -A total of 197 pre-service teachers from a Turkish university completed a survey questionnaire measuring their responses to four constructs which explain their intention to use technology: attitude towards computer use, perceived usefulness, and perceived ease of use. A structural equation modeling (SEM) approach was employed for modeling and data analysis. Findings -Results revealed that the TAM is an efficient model to explain the intention to use technology of Turkish pre-service teachers. The proportion of variance explained in pre-service teachers' intention to use technology by its antecedents was 51 percent. In addition, four out of five hypotheses were supported in this study. Overall, the data in this study provided support that the TAM is a fairly efficient model with a potential to help in understanding technology acceptance pre-service teachers in Turkey. Originality/value -The TAM is a well-tested and validated model to explain the intention to use technology. However, information on its cross-cultural validity is limited. This study validated the TAM on a sample of pre-service teachers in Turkey and the results provided initial support for the cross-cultural validity of the TAM.