Eurasia Journal of Mathematics Science and Technology Education,
Journal Year:
2024,
Volume and Issue:
20(7), P. em2469 - em2469
Published: June 14, 2024
This
study
presents
the
Technological
Pedagogical
Readiness
(TPR)
scale,
which
aims
to
assess
Chinese
primary
mathematics
teachers’
readiness
integrate
technology
in
education
China.
Based
on
Content
Knowledge
(TPACK)
and
Technology
Acceptance
Model
(TAM)
frameworks,
TPR
scale
incorporates
factors
such
as
contextual
influences,
professional
development,
community
involvement.
Through
an
online
survey
involving
554
teachers,
utilizes
exploratory
confirmatory
factor
analyses
create
establish
scale’s
validity
reliability,
revealing
strong
loadings
across
its
constructs.
analysis
emphasizes
effectiveness
capturing
complexities
of
integration
educational
settings.
The
research
underscores
importance
considering
internal
teacher
like
TPACK
external
institutional
support
achieve
successful
integration.
Although
focus
is
development
validation,
application
provides
valuable
insights
for
developing
comprehensive
strategies
that
address
individual
broader
system
competencies.
study’s
findings
suggest
has
wide-ranging
applicability,
making
significant
contributions
global
discourse
serving
a
resource
future
research,
policy-making,
practice
enhancing
diverse
contexts.
Behavioral Sciences,
Journal Year:
2023,
Volume and Issue:
13(2), P. 133 - 133
Published: Feb. 5, 2023
This
study
investigates
how
compatibility
and
perceived
enjoyment
affect
the
link
between
intention
to
use
actual
technology
in
Romanian
preschool
education,
building
on
earlier
studies.300
participants
were
invited
participate
this
research
from
15
counties.
182
teachers'
questionnaires
utilized
for
data
analysis
after
return
screening
of
responses.
A
valid
accurate
scale
evaluating
behavior
towards
adoption
was
included
questionnaire,
along
with
self-reported
demographic
data,
professional
identification,
other
information.
Data
analyzed
using
SPSS
V.16.(1)
Intention
use,
compatibility,
enjoyment,
positively
associated.
(2)
The
effect
carried
out
following
way:
→
Compatibility
Perceived
Actual
use.
We
hypothesize
that
affects
and,
lastly,
For
a
more
robust
validation
results,
we
have
also
modelled
relationship
Radial
Basis
Function
(RBF)
neural
network.Compatibility
partially
mediate
class
by
teachers.
According
theory
planned
behavior,
brought
light
intricacy
utilize
classroom
their
usage
it.
Limitations
implications
are
discussed.
Revista de Estudios y Experiencias en Educación,
Journal Year:
2024,
Volume and Issue:
23(51), P. 128 - 152
Published: April 1, 2024
This
literature
review
aimed
to
examine
the
scientific
production
of
TPACK
model
in
rural
education
contexts.
Twenty-nine
articles
were
selected
from
databases
DIALNET,
Google
Scholar,
REDALYC,
Semantic
Scholar
and
SciELO.
The
search
period
was
start
until
May
2023.
inclusion
criteria
only
articles,
open
access,
full
text,
social
sciences,
research
developed
It
is
concluded
that
publications
contexts
present
a
scarce
development,
with
3,83%
analysed
documents,
whose
publication
took
place
composed
by
years
2013
Furthermore,
all
focused
on
teachers,
self-report
studies
knowledge
teaching
experiences
being
most
recurrent,
48,27%
41,32%
respectively.
recommended
be
addresses
technological
literacy
training,
through
collaborative
processes
include
various
school
stakeholders.
In
addition,
TK,
PK
CK
should
included
as
priority,
regardless
subject
matter
addressed.
Eurasia Journal of Mathematics Science and Technology Education,
Journal Year:
2024,
Volume and Issue:
20(7), P. em2469 - em2469
Published: June 14, 2024
This
study
presents
the
Technological
Pedagogical
Readiness
(TPR)
scale,
which
aims
to
assess
Chinese
primary
mathematics
teachers’
readiness
integrate
technology
in
education
China.
Based
on
Content
Knowledge
(TPACK)
and
Technology
Acceptance
Model
(TAM)
frameworks,
TPR
scale
incorporates
factors
such
as
contextual
influences,
professional
development,
community
involvement.
Through
an
online
survey
involving
554
teachers,
utilizes
exploratory
confirmatory
factor
analyses
create
establish
scale’s
validity
reliability,
revealing
strong
loadings
across
its
constructs.
analysis
emphasizes
effectiveness
capturing
complexities
of
integration
educational
settings.
The
research
underscores
importance
considering
internal
teacher
like
TPACK
external
institutional
support
achieve
successful
integration.
Although
focus
is
development
validation,
application
provides
valuable
insights
for
developing
comprehensive
strategies
that
address
individual
broader
system
competencies.
study’s
findings
suggest
has
wide-ranging
applicability,
making
significant
contributions
global
discourse
serving
a
resource
future
research,
policy-making,
practice
enhancing
diverse
contexts.
