E-TEACHING READINESS OF TEACHERS THE EFFECTS OF PERSONALITY TRAITS AND ICT SKILLS ON CHANGES IN TEACHING STYLE OF EXPERIENCED EDUCATORS (original) (raw)
Related papers
2008
Analyses on the proliferation of Information and Communication Technologies in education unanimously position teachers as key factors for the success of ICT in schools. In spite of in-service courses, rigorously controlled for quality by government accreditation agencies, the percentage of teachers using ICT regularly in class as reported by international surveys has not increased considerably since the eighties. Pre-service courses include technological and pedagogical knowledge and practice but rarely focus on personality development. Our assumption is that the failure of in-service ICT teacher training courses to produce conceptual change among teachers towards the use of ICT is due to neglected personality factors. The UNESCO Centre for ICT in Education EPICT, the European Pedagogical ICT Licence (www.epict.org) is based on collaboration of teacher teams mentored in a highly interactive e-learning environment by experienced peers. Learners must teach using ICT already during the...
… of the VIIth Research Workshop of …, 2008
Analyses on the proliferation of Information and Communication Technologies in education unanimously position teachers as key factors for the success of ICT in schools. In spite of in-service courses, rigorously controlled for quality by government accreditation agencies, the percentage of teachers using ICT regularly in class as reported by international surveys has not increased considerably since the eighties. Pre-service courses include technological and pedagogical knowledge and practice but rarely focus on personality development. Our assumption is that the failure of in-service ICT teacher training courses to produce conceptual change among teachers towards the use of ICT is due to neglected personality factors. The UNESCO Centre for ICT in Education EPICT, the European Pedagogical ICT Licence (www.epict.org) is based on collaboration of teacher teams mentored in a highly interactive e-learning environment by experienced peers. Learners must teach using ICT already during their studies that usually means a gradual modification of their teaching style by the end of the course. When adapting and piloting EPICT, our team decided to reveal how personality factors contribute to eteaching readiness in order to identify personality traits of teachers enhancing or hindering ICT use in education.
The Impact of ICT Instruction on Online Learning Readiness of Pre-Service Teachers
Journal of Learning and Teaching in Digital Age, 2022
The present study aimed to investigate the impact of a course that included ICT skills on the online learning readiness of pre-service teachers in a completely distance education environment. In the research, single group pre-test post-test model was adopted. The study was conducted with 123 preservice teachers. The E-Learning Readiness Scale for College Students was used to collect the data. Furthermore, the course academic achievement final scores of the participants were employed. The data collection process continued during the 2020-2021 academic year fall term. The study findings demonstrated that total online learning readiness and sub-dimension scores increased after the Information Technologies Course. It was found that there was no difference across the scores based on gender. The academic achievements of female students were higher. At the beginning of the term, it was revealed that ease of use, online learning readiness and computer self-efficacy, internet selfefficacy and learner control variables varied based on personal computer ownership. At the end of the term, both these variables and academic achievement did not differ across personal computer ownership. There was a correlation between the ease of use variable and online learning readiness both at the beginning and the end of the term. On the other hand, there was no correlation between the academic achievement and ease of use or online learning readiness. It could be suggested that the present study findings could contribute to future studies in terms of online learning readiness.
The Impact of Ict-Related Instruction on Online Learning Readiness of Pre-Service Teachers
Journal of Learning and Teaching in Digital Age
The present study aimed to investigate the impact of a course that included ICT skills on the online learning readiness of pre-service teachers in a completely distance education environment. In the research, single group pre-test post-test model was adopted. The study was conducted with 123 preservice teachers. The E-Learning Readiness Scale for College Students was used to collect the data. Furthermore, the course academic achievement final scores of the participants were employed. The data collection process continued during the 2020-2021 academic year fall term. The study findings demonstrated that total online learning readiness and sub-dimension scores increased after the Information Technologies Course. It was found that there was no difference across the scores based on gender. The academic achievements of female students were higher. At the beginning of the term, it was revealed that ease of use, online learning readiness and computer self-efficacy, internet selfefficacy and learner control variables varied based on personal computer ownership. At the end of the term, both these variables and academic achievement did not differ across personal computer ownership. There was a correlation between the ease of use variable and online learning readiness both at the beginning and the end of the term. On the other hand, there was no correlation between the academic achievement and ease of use or online learning readiness. It could be suggested that the present study findings could contribute to future studies in terms of online learning readiness.
PEOPLE: International Journal of Social Sciences, 2017
This triangulation study assessed pre-service teachers of their readiness to functionally utilize Information and Communication Technology (ICT)based teaching strategies and techniques as corroborated with new graduates' related experiences.Their knowledge in ICT-based teaching acquired from the educational technology courses in teacher education was correlated with their attitudes and perceptions toward the use of these strategies in causing functional learning, their perceived readiness, and technological practices. Subsequently, issues concerning the use of ICT-based strategies learned in college were sought from graduates of teacher education through exposition of experiences in their respective workplaces.This study ultimately revealed that the educational technology course experiences were not responsive enough to capacitate pre-service teachers to enact ICT-based strategies toward functional learning of their future students. They generally believe that their knowledge, potentials, and skills were not adequate to maximize ICT in designing and implementing curricular programs when they become full-fledged teachers despite their positive views on the benefits of ICT in
International journal of health sciences
The objectives of the research: The article considers the problem of preparing teachers for activities in the information space, which covers both the virtual space, where electronic communications are provided via various Internet networks, and certain technical devices. Considerable attention is paid to the study of the peculiarities of the psychological readiness of teachers to use information and communication technologies. The complex of research methods is used in the work: Psychological features and problems of the influence of information and communication technologies on the implementation of effective interaction between teachers and students are identified. Theoretical results: Based on the analysis, the essence and structure of psychological readiness of teachers to interact with students in the digital educational environment are revealed, which contains cognitive, motivational and operational components. Empirical results: A set of methods for studying the levels of ps...
A Survey of ICT Competencies among Students in Teacher Preparation Programmes at the
Today's fast-paced world is becoming increasingly characterized by technology driven communication, which has transformed the world into a large global connected community with everincreasing outreach of information and communication technology (ICT). Technology plays an increasingly important role in people's lives, and it is envisaged that technological literacy will soon become a functional requirement for people's work, social, and even personal lives. For both social and economic reasons students will need computer and communication technology skills if they are to live successfully in a knowledge-based society. The purpose of this study is to examine the ICT usage habits and the self-assessed ICT competencies possessed by undergraduate students in teacher preparation programmes in the University of Benin. A second important issue that was addressed was whether there were significant differences in the perceived ICT competency among students according to demographic and study related factors. Thus, the paper's central research objectives are:
Development of ICT Competency in Pre-Service Teacher Education
International Journal of Digital Literacy and Digital Competence, 2011
Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education a...
ICT SKILLS IN THE CONTEXT OF TEACHER EDUCATORS: AN ANALYTICAL STUDY
International Journal Novel Research and Development, 2023
This study focused on ICT skills of Teacher Educators. This is a quantitative associative study that employs a survey method. This study collects data using a self-made questionnaire (25 items) related to ICT skills. The study sample consisted of 100 teacher educators; 50 from government institutions and 50 from private institutions of which 25 from each type of institutions were male and remaining 25 were female. The teacher educators had minimum of 3 years teaching experience and were not having any degree or certificate related to ICT. The period of Research data collection was March to April 2023. The hypothesis was tested with the help of Mean and t-Test. Data analysis reveals that there is a significant difference between government and private institutions teacher educators. There are many significant reasons behind it. According to this study, Private institutions' teacher educators have higher level of ICT skills in comparison to those of government institutions. The main cause is unavailability of resources and weak monitoring by the administration. The results suggest that male teacher educators have significantly higher ICT skills compared to female teacher educators. Societal stereotypes associating technology with masculinity could discourage women's interest and self-efficacy in technology-related domain.