Features of psychological readiness of teachers to use information and communication technologies in pedagogical activity (original) (raw)
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INTERNATIONAL JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES, 2021
Honchar, L., Derkachova, O., Shakhrai, V., Saienko, V., Hladoshchuk, O., & Voropayeva, T. (2021). Formation of psychological readiness of the teacher to implement information and communication technologies in professional activities. International Journal of Education and Information Technologies 15(38), 364-371. DOI: 10.46300/9109.2021.15.38 The relevance of discussing the components of the psychological strategy for teachers' use of Information and Communications Technology (ICT) at General High School Educational Institution (GHSEI) involves the categories of cooperation, reflexive, motivational and informational parts of the strategy have been developed and characterized as components of teacher readiness for professional activity in a multidisciplinary environment. The aim of the research is to develop a pedagogical strategy for psychological readiness of teachers to use ICT to eliminate internal and external barriers that interfere with the intensive exchange of information among and behind the educational team. Methodology. Sociological survey (number of participants 1200) on the platform "Online Test Pad" among teachers of GHSEI (Ukraine). Results. The list of components in the structure of psychological readiness of students to implementation of educational innovations, including emotional-motivational, cognitive-motivational, orientational, activity-operational, moral, communicative, volitional, mobilizing, evaluative-resulting. The article outlines the stages of solving the main psychological barriers to innovation in the use of information and communication technologies. Presented is the assessment of the components of psychological readiness to the implementation of ICT through the respondents' free responses. The article revealed the criteria of psychological actualization of personal achievements in the use of ICT in professional activity. The conditions of psychological readiness for the use of ICTs in pedagogical activity as well as the professional tasks of ICT use were determined. The practical value of the study was the presentation of the recommended strategy for implementation of ICTwarehouses in professional activities with the use of information on the psychological readiness of the teacher.
There is a close relationship between the quality of education and the quality of teachers. The quality of education depends upon the knowledge and attitude of teachers towards the ICT. Teacher educators are the facilitators in any educational reform movement. In order to effectively implement the prescribed curriculum and to achieve its objectives of preparing better future teachers, teacher, educators should themselves be psychologically and academically competent. This research paper discusses the difference between male female, senior junior and art-science teacher redactors in curious dimensions. Teacher is an effective and dominating factor among the ones contributing to educational improvements. The teacher effectiveness depends mainly on the teachers' attitude, characteristics and the classroom phenomena such as environment and climate, organisation and management. Various commissions and committees have recommended methods of bringing about qualitative improvements in education. As a result, the teachers are motivated, inspired and endured to develop better curriculum, text books and teaching aids. But, all the efforts are meaningless unless teachers are not having the positive attitude towards educational technology. The teaching learning process has been greatly influenced by rapid advances in Information and Communication Technology (ICT). Integration of this ICT in classroom helps to create an environment for students' activities that lead to meaningful and sustainable learning experiences. It supports students in their own constructive thinking, allows them to transcend their cognitive limitations. It is possible to bring the process of learning beyond the boundaries of classroom by exploring new possibilities of ICT. One of the basic requirements for education in this era of information explosion is to prepare learners for participation in a networked information society. All over the world, educational institutions are being forced to find better pedagogical methods to cope up with these new challenges. Most of the recent research on qualitative improvement of learning mediated through ICT is more or less explicitly considering technology's possibilities how to facilitate social interaction between teacher and student as well as among students globally. In this perspective, ICT is a meditational tool incorporated within learning environment with authentic goals for both students and teachers. Therefore, it can be considered that Information and Communication Technology Mediated Collaborative Learning (ICML) is one of the most promising innovative pedagogical practices at present to build a classroom culture supportive of active knowledge construction that can transform individual learning to the group level mediated by ICT. Objectives of the Study The study was taken up with the following objectives: (1) To find out the difference between male and female teacher educators towards their attitudes of teaching ICT. (2) To find out the difference between senior and junior teacher educators towards their attitudes of teaching ICT. (3) To find out the difference between science and arts teacher educators towards their attitudes of teaching ICT. Hypotheses of the Study In the view of the above stated objectives, the following null hypotheses were formulated: (1) There is no significant difference between male and female teacher educators towards their attitudes of teaching ICT. (2) There is no significant difference between senior and junior teacher educators towards
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
The use of information and communication technologies (ICT) has an important place within the process of education. Personal computers are present in numerous households, kindergartens, and almost all primary schools. Permanent education of parents, educators and teachers about the application of ICT has an important role in the process of children's education. Familiarising children with positive and negative consequences of the application of new technologies and timely involvement of all persons involved in the process of education contributes to adequate and quality use of new technologies. In the introductory part, the paper deals with the importance of parents' role regarding the use of ICT in children's education, inadequate and excessive use of computers, playing computer games and particular modes of behaviour, and describes the American national educational technology standards for teachers and courses in the field of information and communication technology.Th...
Teachers Readiness in Using Technology
International journal of research publications, 2023
The Covid-19 pandemic, which was previously epidemic ultimately caused several changes in the field of life, one of which is the field of education. The learning method by utilizing technology is felt to be quite effective so that it is still being used today. Based on this phenomenon, this research was conducted to be able to provide an overview of the readiness of teachers to change by using technology in teaching. This research was conducted on 395 teachers in Indonesia with an accidental sampling technique. The scale used is the readiness to change scale made by Kurniawan (2013) based on the dimensions of Holt (2007). The results of the analysis show that the teacher's readiness to change using technology in teaching is in the high category, which means that the teacher is quite ready to deal with changes in the teaching process. Furthermore, analysis based on the dimensions of the variable readiness to change shows that the dimensions of appropriateness and managerial support are in the high category, while the dimensions of change, self-efficacy and personal valance are in the medium category.
Science and Education
The article deals withthe theoretical and experimental study aimed at examining organisational and pedagogical conditions of school principals' professional preparing for using Internet technologies in their work. The research paper offers a model of school principals' Internet-readiness formation and the mechanism of its implementation into the system of continuing pedagogical education. The criteria, indicators and levels of school principals' Internetreadiness are developed and presented; the pedagogical experiment is described. The paper also defines the notion of "Internet readiness" through the example ofschool principals' readiness to use Internet technologies in their work" and singles out its components. The notions "Education 2.0" and "professional development of school principals in terms of using Internet technologies" are accurately defined and the necessity to develop and approve Information and Communications Technologies (ICT) standards for teachers and principals is substantiated.
Digital technology and teachers' competence for its application in the classroom
Research in Pedagogy, 2016
The subject of the research is focused on questioning teachers' attitudes in reference to using ICT competencies in the classroom, considering the gender, years of service and education, while the problem of the research concerns the question: What are the teachers' attitudes in reference to using ICT competencies in the classroom? Regarding to the previously defined subject and problem, the aim of this research is to question the attitudes of teachers-reflective practitioners in reference to using ICT competencies in the classroom considering the gender, years of service and the education. The teachers' attitudes in reference to using ICT competencies in the modern teaching, in the teaching practice research and for self-development were examined by using the Likert scale which consists of 31 items, especially constructed for the need of this research. The research included 100 primary school teachers with various years of service from the city of Nis (N=100). The results showed that there are no statistically significant differences in reference to the variables: gender, years of service and the education concerning the teachers' attitudes towards importance of using ICT competencies in the classroom. They are mostly considered to be insufficient. Thus, the respondents recognize the need and the importance of using ICT in preparation and teaching realization and they consider it as an important part of their professional development.
Cadernos de Educação Tecnologia e Sociedade, 2018
This article aims to discuss the relationship between theory and practice in the initial training of teachers for the use of Digital Information and Communication Technologies (DICT), based on an experience report from a class of Education and Communication Technologies, of the course of licenciatura in pedagogy, of Tiradentes University (Unit). As procedures were qualitatively analyzed the participation of students during and after the pedagogical activities developed in this discipline, on the use of DICT in initial teacher training. The sources, the productions and the evaluations of the experience were considered through questionnaire responses. As results we find that the answers and activities contribute with the vision that the future teachers are connected in the daily by technological devices, however they face considerable challenges related to the training for the use of these technologies in teaching, in what concerns the domain of communication potentialities of mediation of DICT for teaching practices in and outside the classroom.
The Effect of the Use of Technology on the nature of Teacher’s Profession
2018
Educational programmes have recognized the growing need to use computers in the classes as it presents unprecedented challenges that help the students to acquire an inquiring, critical and creative mind to capitalize on the opportunities driven by the growth of information, knowledge and technology. The computer knowledge has begun influencing student's learning experience for more than 25 years ago, but it was in a moderate manner (Cuban, 2001). However, the past decade has witnessed major trend toward integrating computer technology in all the language classes. The integration has increased because the computer technology represents an accessible and instant information, enormous potential for interactivity and media-rich communication, as well as educational tools which engage the students in the classroom (Mouza, 2002). Undoubtedly the recent advancement in information technology and computer usage in the classroom is rapidly transforming the environment of the classroom. The teachers cannot ignore the reality the today's classroom must provide technology-supported learning (Angers & Machtmes, 2005). Being prepared to integrate the technology in the classroom has become a paramount skill in every teacher's professional repertoires. The traditional role of the teacher as the center of the schooling is changing recently with all the introduction of the new technologies in the classroom. One of the effects of the new technologies is the decentralization of teachers in the learning environment (Damrian, 1998). This introduces a very valid point of how the teaching profession will change in the era of digital technologies. What is the role of the teacher in a classroom where he/she is no longer the only source of knowledge? How can he/ she teach effectively in a class, where every student has his/her computer and can Google any piece of information? The following study will investigate the effect of the implementation of the technology in the English as a foreign language (EFL) classes on the nature of the teachers' profession.
DIGITAL -AGE READINESS OF TEACHERS IN CAINTA CATHOLIC COLLEGE: AN ASSESSMENT
2017
This study determines the digital-age readiness of the secondary teachers of Cainta Catholic College. The intention of this study is to conclude whether the age and teaching experience of the teachers could affect their skills in learning and operating technologically inclined instructional materials for their daily teaching. It seeks to answer the following questions: 1. What is the demographic profile of the respondents in terms of: 1.1 Age; and 1.2 Teaching Experience 2. What is the level of readiness of secondary teachers in using technology-based instructional materials in teaching in terms of: 2.1 Knowledge; 2.2 Attitude; and 2.3 Practice 3. Is there a significant difference between teachers’ readiness and the demographic profile of the respondents? Where: Ho = No significant difference between teachers’ readiness and the demographic profile of the respondents. The researchers have used the descriptive method of research as it was deemed appropriate for the problem under investigation, and the quota sampling technique in selecting the sample needed for the study. The researchers have also developed the research instrument, the questionnaire. And it would be answered by an average of 10 respondents per group that would be classified by their age and teaching experience. Furthermore, an absolute of 40 respondents from the High School faculty, A.Y. 2016-2017, will contribute to this study. Based on the results, the readiness of teachers in terms of age has some significant difference in regard of their knowledge, while there is no significant difference on their attitude and practices. The readiness of teachers in terms of their teaching experience revealed that there are some significant differences regarding their knowledge and attitude. The respondents agreed that they are proficient in terms of knowledge, attitude and practices, but they lack time in preparing their materials. The results also show that the respondents with the age of 51 – above have a lower proficiency in terms of knowledge, attitude, and practices. The respondents with the age of 20 – 30 show that they excel in terms of knowledge, attitude and practices. It was therefore concluded, that based on the respondents’ assessment on the level of readiness of secondary teachers in Cainta Catholic College. They have agreed that their level of readiness in preparation of the digital-age is proficient yet the hindrance found was their adaptability in utilizing technology to instruction.