A study of the impact of the new digital divide on the ICT competences of rural and urban secondary school teachers in China

Heliyon, Journal Year: 2024, Volume and Issue: 10(7), P. e29186 - e29186

Published: April 1, 2024

Teachers' competence in information and communication technology (ICT) applications can lead to a deeper integration of into the curriculum improve quality education. However, its application distribution issues could result resource inequality social injustice. Based on ICT competency framework for teachers, study investigates variables influencing teachers' competency. A prediction model is built using empirical data from secondary school teachers Hebei Province, China, both urban rural settings. The results show that new digital divide does exist between differences environment literacy reflecting have different degrees impact competence. Age subject also affect In era, we start with knowledge acquisition, deepening creation

Language: Английский

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The Influence of Personality Traits and Domain Knowledge on the Quality of Decision-Making in Engineering Design

Applied Sciences, Journal Year: 2025, Volume and Issue: 15(2), P. 518 - 518

Published: Jan. 8, 2025

In engineering design, the decision-making process holds significant importance as it plays an important role in determining outcomes of a task. The is notably influenced by various factors, with particular focus on personality traits and information available. purpose this study to comprehensively investigate effects these factors quality confidence within context design. To achieve objective, we utilized simulated design environment that can capture information. analysis was carried out utilizing complete Big Five model, while estimate structural equation model executed employing partial least squares modeling (PLS-SEM) machine learning for estimation. available empirical research indicates individuals who have lower degree extraversion agreeableness, higher levels conscientiousness openness, are more likely make decisions quality. These characteristics been found no effect during making decisions. Furthermore, trait neuroticism has negative impact but does not confidence. noticeable finding strong test-assessed knowledge decision confidence, contrast lack self-assessed knowledge. This highlights carefully aligning tasks individual organizations working sector prioritizing factual demonstrated rather than subjective self-assessment when assigning positions individuals. findings highlight considering domain educational professional settings enhance among students, potentially informing targeted training assessment practices.

Language: Английский

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Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice

Education Sciences, Journal Year: 2023, Volume and Issue: 13(7), P. 732 - 732

Published: July 18, 2023

Teaching with and about technology is part of science teachers’ 21st century skills. To foster technology-enhanced practice, teachers need to acquire both technological pedagogical content knowledge (TPACK on action) positive behavioral orientations toward exploitation. However, it remains unclear if the gained applied in practice action). Therefore, studies are required investigate interplay programs promoting TPACK action, orientations, resulting action. This paper presents an approach that explicitly links pre-service (PCK) development two undergraduate modules, following transformative view TPACK. action captured through a questionnaire at three points time. Additionally, lesson plans analyzed evaluate quality use cognitive engagement, approximating The results show significant increase (N = 133) self-rated between pre- post-test, moderate large effects. Moreover, analyses reveal high exploitation planned lessons, indicating distinctive after attending modules. theory-based supported by empirical data, highly regarded participants, making successful model for course redesign other universities.

Language: Английский

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Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media

Computers & Education, Journal Year: 2023, Volume and Issue: 206, P. 104900 - 104900

Published: Aug. 23, 2023

In today's digital age, incorporating technology in teaching has become increasingly important. To prepare future teachers, understanding the factors that influence development of teachers' corresponding knowledge base is crucial. However, not only there a small number studies investigating pre-service professional knowledge, but these also predominantly rely on cross-sectional and/or self-reported data. This pre-post study investigated associated with media Pedagogical Content Knowledge (PCK) physics teacher education through seminar-based approach N = 66 teachers (PSTs). Investigated include PSTs' PCK about students' conceptions (PCK-SC), general motivation to use media, interest and previous experience media. The findings suggest strong foundation various aspects essential for PCK, as PCK-SC proven be positive predictor PTSs' PCK. Surprisingly, found higher negatively affects suggesting excessive may hinder acquisition Additionally, positively influenced while had negative impact its development. suggests research should focus PSTs identifying proficiency levels needed It emphasizes importance considering both, cognitive affective preparation, seminars solely adequate fostering effective integration. recommends integration situated at later stages or after introductory courses cover other facets Furthermore, integrated addressing multiple alongside could explored research. Overall, this provides insights into influencing avenues further improve practices enhanced student learning outcomes.

Language: Английский

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Teacher Education in the Age of Digitality: Conclusions From a Design‐Based Research Project

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Jan. 7, 2025

ABSTRACT In response to the essential need for digital competences in education, a 3‐year Design‐Based Research project was conducted prepare pre‐service mathematics and science teachers demands of teaching age. Over three design cycles, an evidence‐based course learning with about media developed. The interactions 37 were examined using mixed‐methods approach. Acceptance surveys, pre‐, mid‐, post‐surveys reflection journals informed iterative phases refinement. This article presents global findings derives contributions context‐specific theories media. From this, key implications higher (teacher) education are discussed, such as use scaffolds vignettes promote self‐efficacy expectations implementing data acquisition SAMR model scaffold planning digitally transformed lessons.

Language: Английский

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Pre-service Teachers’ TPACK and Its Relationship to Technology Integration in Science Learning Activities

Journal of Science Education and Technology, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 5, 2025

Language: Английский

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From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration

Computers and Education Open, Journal Year: 2025, Volume and Issue: unknown, P. 100246 - 100246

Published: March 1, 2025

Language: Английский

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Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Science Education, Journal Year: 2023, Volume and Issue: 108(1), P. 153 - 189

Published: Aug. 30, 2023

Abstract Lesson planning is a core part of teachers' professional competence. Written lesson plans play significant role in science teacher education as preparation for demonstration lessons during the final certification exam. However, few existing scoring rubrics on are not particularly theoretically sound and barely tested validity score interpretations. In response to demand transparent applicable criteria, we developed rubric assess (RALP) plan quality. We employed mixed‐methods approach: First, present multiple sources evidence (based test content , internal structure relations other variables consequences testing ) mainly quantitative indicators quality RALP. Based upon that, applied RALP written by preservice trainee teachers ( N = 100) provided qualitative analysis six cases illustrate common patterns these plans. Results indicate that educators consider criteria 24) relevant objectively applicable. Correlation analyses scores two educators' holistic assessment all provide convincing can discriminate levels. Moreover, comparisons between reveal significantly higher than teachers, indicating sensitive differences teaching experience. The application in‐depth three levels discuss possible applications research teaching.

Language: Английский

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Teaching Biology Lessons Using Digital Technology: A Contextualized Mixed-Methods Study on Pre-Service Biology Teachers’ Enacted TPACK

Education Sciences, Journal Year: 2024, Volume and Issue: 14(5), P. 538 - 538

Published: May 16, 2024

Pre-service biology teachers must apply Technological Pedagogical and Content Knowledge (TPACK) acquired at university in real classroom situations to utilize the instructional potential of digital technologies for teaching biology. So far, there is little evidence on how pre-service translate TPACK into practice. The present study addresses this gap by accompanying 42 planning, implementing, reflecting a lesson as part their internship semester school. Data were collected via written plans, videotaped observations, stimulated-recall reflection interviews evaluated applying sequential explanatory mixed-method design. results indicate that enact focusing technology with content subject receding background. In addition, focus particularly aspects serve structure lesson, rather than student activation. use emerging seems lead insecurity among various reasons, whereby surface characteristics structuring are focused. Within sample, we can distinguish between two types enactment: split-focus type separates technology, whereas novelty-focus systematically links utilizing tool teaching.

Language: Английский

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How to Assess Mathematics Teachers’ TPACK? A Comparison Between Self-Reports and Knowledge Tests

International Journal of Science and Mathematics Education, Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 6, 2024

Abstract Teachers need technology-related knowledge to effectively use technology in the classroom. Previous studies have often used self-reports assess such knowledge. However, it is questionable whether are valid measures for this purpose. This study investigates how mathematics teachers’ correlate with their scores a paper–pencil test regarding TPCK (technological pedagogical content knowledge), CK (content (PCK), and technological (TK). Participants were $$N = 173$$ N = 173 pre- in-service teachers. To self-reports, we adapted an existing survey from literature. We also compiled based on items instruments. increase comparability between two instruments, both self-report addressed specific topic of fractions. The four subscales instruments had sufficient reliability. correlations low or very all $$\left(r=.00-.23\right)$$ r . 00 - 23 , suggesting that captured different underlying constructs. While tests seem more suitable assessing knowledge, may be influenced strongly by participants’ personal traits as self-efficacy. Our findings raise concerns about validity professional distinct assessment recommend researchers should cautious when interpreting rely externally assessed tests.

Language: Английский

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