Self-assessments, attitudes, and motivational orientations towards the use of digital media in teaching a comparison between student teachers of different subject clusters DOI Creative Commons
Marcus Brändle,

Christina Sotiriadou,

Bernd Zinn

et al.

Heliyon, Journal Year: 2023, Volume and Issue: 9(9), P. e19516 - e19516

Published: Aug. 30, 2023

Findings from research on the education of teachers show that student lack competence in utilization digital media and often fail to see added value using concepts classrooms. Teacher training institutions are faced with central challenge providing adaptive learning opportunities for their areas. In context various teaching subjects, this raises questions about specific starting points actual needs students, as well university course offerings. The present study tackles topic explores commonalities differences between three subject clusters: science, technology, engineering, mathematics (STEM); language literature arts (LLA); social sciences (SOCS). questionnaire-based examines teachers' self-assessments abilities terms media, attitudes, motivational orientations towards use teaching. Group comparisons STEM rate themselves better facets such technological knowledge, content pedagogical although attitudes motivation do not differ. Despite different interrelation effects investigated influencing factors depending clusters, findings suggest promotion competencies positive increase motivation.

Language: Английский

Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education DOI Creative Commons
İsmail Çelik

Computers in Human Behavior, Journal Year: 2022, Volume and Issue: 138, P. 107468 - 107468

Published: Aug. 29, 2022

The affordances of artificial intelligence (AI) have not been totally utilized in education. To effectively integrate AI into education, teachers' AI-specific technological and pedagogical knowledge is important. Furthermore, due to novel ethical issues caused by Al, teachers also must the assess AI-based decisions. None previous studies so far explored teacher pedagogically ethically use tools. Considering this gap, we first developed a scale measure for instructional based on technological, pedagogical, content (TPACK) framework. We extended TPACK with aspects. Secondly, built model investigate interplay components ethics. results indicated that as long more interact tools, they will better understanding contributions AI. Further, (TK) allows decisions However, only TK sufficient educational integration For deploy education efficiently, meaningful when it combined (PK), reflected (TPK). Given current study suggests Intelligent-TPACK

Language: Английский

Citations

311
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors DOI Creative Commons
Alberto Cattáneo, Chiara Antonietti, Martina Rauseo

et al.

Computers & Education, Journal Year: 2021, Volume and Issue: 176, P. 104358 - 104358

Published: Oct. 26, 2021

Teachers' digital competence (TDC) is an important condition for the effective integration of technologies in education, and it depends on personal context-related factors. Different frameworks instruments have been developed to measure TDC. However, research vocational education training (VET) still scarce. Therefore, this study aims: (a) provide a snapshot status quo sample 1692 Swiss VET teachers, both using assessment instrument that relies previous validated questionnaires, at same time accounting VET-related specificities; (b) examine possible differences depending teachers' profiles (i.e. professional baccalaureate, subject general teachers); (c) investigate whether factors play similar role like other educational settings. The results confirm validity 10-dimensional structure TDC instrument. Compared with domains, our findings indicate teachers place themselves degree competence, few across some sub-competences. Moreover, multiple regression analysis highlights main attitude towards technology tool use frequency among contribute development. workload, rarely considered studies, also relevant factor. For factors, curriculum support element largest effect TDC, although has smaller impact than

Language: Английский

Citations

176
Leading teachers' perspective on teacher-AI collaboration in education DOI
Jinhee Kim

Education and Information Technologies, Journal Year: 2023, Volume and Issue: 29(7), P. 8693 - 8724

Published: Sept. 1, 2023

Language: Английский

Citations

83
ChatGPT in higher education learning: Acceptance and use DOI Creative Commons
Akhmad Habibi, Muhaimin Muhaimin,

Bernadus Kopong Danibao

et al.

Computers and Education Artificial Intelligence, Journal Year: 2023, Volume and Issue: 5, P. 100190 - 100190

Published: Jan. 1, 2023

This paper examines the determinants that drive ChatGPT use in learning among Indonesian Higher Education Institutions (HEIs) students. A proposed model based on unified theory of acceptance and technology model-2 (UTAUT2) was used context study. pilot study done prior to main data collection examine reliability instrument. For structural assessment, 1117 responses were analyzed through Partial Least Square Structural Equation Modeling (PLS-SEM) Importance-Performance Analysis (IPMA). Most hypotheses are confirmed by significant results reported PLS-SEM. The strongest determinant Behavioral Intention (BI) Facilitating Conditions (FC). (GPTU) most significantly predicted BI. However, one hypothesis not supported; insignificant role Effort Expectancy (EE) BI revealed. Through IPMA, FC had importance for BI, while important GPTU. Besides, obtains highest performance IPMA procedure. addresses a UTAUT evaluating HEIs students Indonesia. Findings could facilitate policymakers with insights into initiate effective efficient policies improve artificial intelligence education, specifically ChatGPT.

Language: Английский

Citations

54
Transformational leadership for technology integration in schools: Empowering teachers to use technology in a more demanding way DOI Creative Commons
Maria-Luisa Schmitz, Chiara Antonietti, Tessa Consoli

et al.

Computers & Education, Journal Year: 2023, Volume and Issue: 204, P. 104880 - 104880

Published: July 26, 2023

The present study aims to investigate whether the transformational leadership practices of school principals support teachers in using digital technologies a way that fosters students' engagement cognitively demanding learning activities class. To this end, teachers' positive beliefs about technology, their technical skills, infrastructure, and skills teaching with were investigated as relevant mediators relationship between technology integration. Based on survey 2247 upper secondary education Switzerland, multilevel correlation structural equation modeling analysis indicated had significant impact technologies. In turn, all these factors, except significantly positively predicted higher levels These findings position principals' approaches crucial supporting key players integration classroom.

Language: Английский

Citations

46
Drivers of digital transformation adoption: A weight and meta-analysis DOI
Diego Rodrigues Cavalcanti, Tiago Oliveira, Fernando de Oliveira Santini

et al.

Heliyon, Journal Year: 2022, Volume and Issue: 8(2), P. e08911 - e08911

Published: Feb. 1, 2022

Language: Английский

Citations

40
Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners DOI Creative Commons
Isabell Runge, Rebecca Lazarides, Charlott Rubach

et al.

Computers & Education, Journal Year: 2023, Volume and Issue: 198, P. 104761 - 104761

Published: Feb. 20, 2023

Teachers' competence-related beliefs are crucial in determining teachers' professional competence and instructional quality. However, the context of technology-enhanced teaching, studies regarding beliefs, specifically dimensions their relations to quality, limited. Against this backdrop, purpose present study is twofold: The first test factorial structure a measure that assesses dimension empowering learners with its subdimensions differentiation actively engaging based on European Framework for Digital Competence Educators (DigCompEdu). second examine between reported use digital technologies enhance classroom management, cognitive activation, supportive climate. Based data from 145 teachers (73.1% female), both were analyzed using various approaches structural equation modeling. results supported bifactor confirmatory factor analysis model general defined as well two representing learners. positively related teacher-reported Understanding about quality teaching relevant teacher education address learners' diverse learning needs, promote active creative engagement.

Language: Английский

Citations

34
Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics DOI
Evi Konstantinidou, Ronny Scherer

Computers & Education, Journal Year: 2021, Volume and Issue: 179, P. 104424 - 104424

Published: Dec. 27, 2021

Language: Английский

Citations

51
Teaching with digital games: How intentions to adopt digital game‐based learning are related to personal characteristics of pre‐service teachers DOI Creative Commons
Marco Rüth,

Adrian Birke,

Kai Kaspar

et al.

British Journal of Educational Technology, Journal Year: 2022, Volume and Issue: 53(5), P. 1412 - 1429

Published: Feb. 13, 2022

Abstract Despite many known educational benefits of digital game‐based learning, teaching with games is not yet a common practice in formal education. The role that learning might play future school can be explored by examining the behavioral intentions pre‐service teachers as ultimate gatekeepers. In this survey study, 402 from German‐speaking universities had participated. Multiple regression analyses were applied to examine teachers’ personal characteristics their intention integrate into two contexts. For both contexts, we identified perceived usefulness and curriculum relatedness key factors teachers' teach games. We also found differences explained variance relevant between Overall, discuss how could become if particular are already addressed teacher Practitioner notes What about topic Several conceptual empirical works have synthesized diverse learning. Teaching poses several infrastructural technological challenges for teachers. Whether becomes related who act gatekeepers effective approaches. paper adds Insights relations among show particularly strong small set characteristics. may vary Implications policy different contexts should made clear Teacher education better prepare providing experiences competences regarding Policy makers support advancing reducing barriers

Language: Английский

Citations

31
Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences DOI Creative Commons
Timo Kosiol, Stefan Ufer

Computers and Education Open, Journal Year: 2024, Volume and Issue: 7, P. 100205 - 100205

Published: July 20, 2024

Measuring Technological Pedagogical and Content Knowledge (TPACK) in context is still a pertinent issue, as previously rather decontextualized self-reports have been the predominant measure, while knowledge test instruments are scarce. Self-reports can be interpreted general measures of performance-related self-beliefs. Still, due to contextualized nature TPACK potential biases, their use proxies for actual has criticized. may especially gender biased women often underestimate performance STEM subjects. Drawing on sample N = 161 mathematics in-service pre-service teachers, we aim analyze (i) structure self-reported (ii) relationship between knowledge. To this end, used instrument that infers amount separately each dimension from over multiple authentic demands teachers encounter teaching secondary school mathematics. The current study shows self-beliefs separated measured reliably. Although all show bivariate relations corresponding dimensions, changes PCK TPCK when other dimensions controlled. We interpret these findings TCK self-belief lesser degree CK seem calibrated according knowledge, primarily non-pedagogy-related Lastly, do not find but small effect with lower female dimensions.

Language: Английский

Citations

5