Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

Sustainability, Journal Year: 2024, Volume and Issue: 16(7), P. 2796 - 2796

Published: March 27, 2024

Digital transformation opens up multiple opportunities for educators to achieve the continuity of learning through life, aligning with UNESCO’s fourth goal sustainable development, and prepare them digital age. Effective integration technology goes beyond using it its own sake; involves deepen students’ experiences. raises key questions about teachers’ competence. Building on DigCompEdu framework, current study aims uncover level competence science teachers their perceptions towards as well identify factors influencing this The adopted a mixed-methods approach utilizing sequential explanatory design. This design involved questionnaire which was administered sample 611 teachers, while semi-structured interview applied 13 teachers. results indicate that medium (58.4%). also revealed had high-level positive use technologies (78%). Furthermore, perceived usefulness subjective norms directly influence identifies benefits challenges encounter in implementing educational environment. focus enhancing motivation assessing experiences, communicating community, continuousness e-learning. challenges, however, include acceptance by community; cognitive skill-related faced teachers; administrative teaching burdens; limited access tools; related student behaviors. As result, set recommendations implications are proposed policymakers, curriculum professional development program designers, researchers, practitioners.

Language: Английский

---

Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective

Contemporary Educational Technology, Journal Year: 2025, Volume and Issue: 17(2), P. ep564 - ep564

Published: Jan. 28, 2025

Educators must effectively integrate technology into their teaching practices in today’s technology-driven world. This study investigated factors influencing integration among mathematics educators Gauteng secondary schools South Africa. The unified theory of acceptance and use technology, extended by adding the technological pedagogical content knowledge (TPACK) framed study. Data was collected using an online questionnaire from 309 educators. Exploratory confirmatory factor analyses were used to validate verify measurement model. structural equation modelling indicated that hedonic motivation (HM), performance expectancy (PE) TPACK influenced behavioral intention (BI) technology. TPACK, facilitating conditions (FC), effort (EE), social influence (SIN), descriptive norms (SID) habit (HT) (BU) integration. second-order all constructs contributed Still, most important, with highest explained variance 64.4%, followed EE, FC, HM HT, which had variances above 50%. BI BU, PE less than 50% variance. Our findings could provide insights future interventions for effective in-service educator training.

Language: Английский

---

Students’ Intention to Adopt a Mother-Tongue Version of the Dynamic Mathematics Software GeoGebra in Their Classrooms

Computers in the Schools, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 17

Published: Jan. 29, 2025

Language: Английский

---

Potentiel de GeoGebra pour la résolution des problèmes en mathématiques : Cas des lieux géométriques

SHS Web of Conferences, Journal Year: 2025, Volume and Issue: 214, P. 01014 - 01014

Published: Jan. 1, 2025

Dans ce travail, destiné aux futurs enseignants, nous plongeons dans l'utilisation du logiciel GeoGebra comme pratique pour résoudre des problèmes de lieu géométrique, un aspect fondamental qui encourage les apprenants à formuler conjectures partir leurs observations. Une fois la conjecture énoncée, elle est validée l'aide méthodes géométrie analytique, renforçant ainsi précision solutions obtenues logiciel. En somme, travail d’expérimentation pratiques enseignantes basé sur fondé : Lieu géométrique points égale distance d’un point et d’une droite donnée. cercle point. depuis lesquels on voit segment donné sous angle donné. d’arrivée deux parcours même longueur. ». Pour chaque problème, après réflexion situation stagiaires découvrent une solution graphique en utilisant le papier crayon puis protocole construction via analytique compare résultats solutions. Cette recherche met lumière l'importance d'intégrer technologies l'enseignement géométrie.

---

Factors affecting teachers’ use of digital resources for teaching mathematical cultures: An extended UTAUT-2 model

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 28, 2024

Language: Английский

---

Interactive GeoGebra applets to improving students’ learning performance in e-book-based learning environment

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 14, 2024

Language: Английский

---

Explorando las Creencias y Conocimientos en Tecnologías del Aprendizaje y el Conocimiento (TAC) de Futuros Docentes de Matemáticas

Panorama, Journal Year: 2024, Volume and Issue: 18(35)

Published: Dec. 13, 2024

Esta investigación tuvo como objetivo caracterizar los conocimientos y creencias de profesores matemáticas en formación inicial relación con el uso las Tecnologías del Aprendizaje Conocimiento (TAC) la enseñanza matemáticas. Se fundamentó marcos teóricos Contenido Matemático (MCK), profesor, Tecnológico Pedagógico (TPACK) competencias TAC profesor propuestas por Ministerio Educación Nacional. Siguiendo un diseño metodológico mixto, se trabajó una muestra 47 programa licenciatura universidad pública Caribe colombiano, empleando técnicas cuantitativas encuestas formularios Google cualitativas grupos focales a través Meet observación no participante prácticas pedagógicas. Los hallazgos revelaron mínima utilización estrategias didácticas guiadas TAC, conocimiento limitado software especializado matemáticas, escasa implementación recursos tecnológicos y, consecuencia, limitada integración tecnologías pedagógicas, así dificultades pedagógica, didáctica metodológica al enseñar contenidos matemáticos incorporación debido mínimo formadores insuficiente estos currículo.

---