Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning DOI Creative Commons
Tessa Consoli, Maria-Luisa Schmitz, Chiara Antonietti

et al.

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

Published: Oct. 29, 2024

Abstract Despite extensive research on technology's potential to enhance teaching, large-scale studies often report mixed or negative impacts of technology use at school student learning achievements. This ambiguity is attributed previous focusing more the frequency rather than quality integration in classroom. To further investigate this issue, our study developed Technology Integration Quality Scale (TIQS) measure students' perceptions across different dimensions teaching quality: support for learning, classroom management, individualized and cognitive activation. Using a sample 2,281 students from 29 upper secondary schools Switzerland, we validated TIQS through exploratory confirmatory factor analyses. We also employed cluster-robust structural equation modelling examine how both perceived predict students’ self-assessed digital competencies behavioral engagement learning. The results show that explains considerably variance promoting However, competencies, quantity substantial amount variance. By simultaneously considering multiple quality, two output variables, contributes existing by offering nuanced perspective impact integration. Furthermore, interaction effects between independent variables highlight need explore relationships which could contribute development theory generic .

Language: Английский

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

47
Enhancing academic performance of business students using generative AI: An interactive-constructive-active-passive (ICAP) self-determination perspective DOI
Ziyi Gao, Jun‐Hwa Cheah, Xin‐Jean Lim

et al.

The International Journal of Management Education, Journal Year: 2024, Volume and Issue: 22(2), P. 100958 - 100958

Published: Feb. 25, 2024

Language: Английский

Citations

26
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter? DOI Creative Commons
Tim Fütterer, Emely Hoch, Andreas Lachner

et al.

Computers & Education, Journal Year: 2023, Volume and Issue: 199, P. 104788 - 104788

Published: March 22, 2023

During the COVID-19-related school closures teachers and students were challenged to suddenly switch digital teaching at a distance. In particular, challenge was organize high-quality in which stay on task. Familiarity with technology may have helped master situation. However, only few studies so far examined quality of distance (e.g., cognitive activation) during its relation students' learning effort investment). Moreover, systematic research concerning role familiarity technology-enhanced acquired face-to-face is yet lacking. our study, we used data from 729 ninth graders investigate how student-observed activities when using related two subjects (mathematics, German). addition, whether student-perceived activation mediated this relation. Finally, sample provides unique opportunity examine familiarity, as some classes had been randomly equipped tablet computers one year before thus gain classroom. Results structural equation models showed that associated both subjects. Student-perceived association. gained COVID-19 pandemic appeared be less important for teaching. Thus, infrastructural measures, such equipping schools devices can familiarize themselves technology, do not seem decisive (distance) teaching-at least case short-term change teaching, necessary pandemic.

Language: Английский

Citations

38
What is “technology integration” and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 2021 DOI Creative Commons
Tessa Consoli, Juliette C. Désiron, Alberto Cattáneo

et al.

Computers & Education, Journal Year: 2023, Volume and Issue: 197, P. 104742 - 104742

Published: Jan. 21, 2023

This systematic review provides an overview and analysis of the survey instruments measuring technology integration (TI) in educational settings from 2010 to 2021. Given importance addressing aspects related quality TI (e.g., use support pedagogical goals), we paid particular attention them. Search results PsycINFO, ERIC, Web Science, Scopus databases yielded 695 records. Thirty-five different used 36 studies met our eligibility criteria were then analyzed by applying content analysis. Our indicate that diversity operationalizations is very high several have no explicit conceptual or theoretical underpinnings. Most measure classroom practices teachers' point view. The most frequently measured instructional include (1) enhance students' cognitive engagement, (2) promote collaboration between students, (3) allow students conduct research online. study concludes with some perspectives for future research, attempt formulate a definition TI, more general recommendations ensure terminological unambiguity research.

Language: Английский

Citations

36
Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions DOI Creative Commons
Andreas Lachner, Iris Backfisch, Ulrike Franke

et al.

Frontline Learning Research, Journal Year: 2024, Volume and Issue: 12(1), P. 1 - 15

Published: Jan. 11, 2024

Technology integration is regarded as a crucial and complex endeavour to enhance students’ learning prepare them participate in digital society. Although the research landscape on teachers’ technology vivid stimulating, an analytical model which synthesises different strands of antecedents (i.e., professional competences), processes outcomes integrated manner missing. That said, previous was often rather product-oriented ignored potential effects their achievement. To fill this gap, paper, we outline preliminary model, TPTI-model (teachers’ competence for integration), deliberately link perspectives competences, vision (processes) during teaching. Based TPTI-model, propose future directions, may allow gain better understanding teacher- student-related conditions well learning.

Language: Английский

Citations

11
Primary Teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda DOI Creative Commons
Israel Kibirige

Education Sciences, Journal Year: 2023, Volume and Issue: 13(4), P. 382 - 382

Published: April 11, 2023

Information and communication, technology (ICT) has become a necessary tool in education post-COVID-19 pandemic. However, integrating ICT into teaching learning been daunting challenge many developing countries, such as Uganda. This qualitative case study investigated the challenges that primary school teachers face implementing science, technology, engineering, mathematics (STEM) subjects The found various divided three categories: infrastructure internet connectivity; individual factors administrative support; curriculum learner support materials. A significant obstacle was lack of computer access, connectivity, textbooks. Additionally, lacked skills to integrate their methods, insufficient. identified this will require multi-pronged approach includes increasing investment infrastructure, providing training teachers, relevant appropriate In conclusion, highlights STEM By addressing challenges, policymakers stakeholders can take steps towards improving integration bridging digital divide Uganda other countries.

Language: Английский

Citations

18
A systematic literature review of ICT integration in secondary education: what works, what does not, and what next? DOI Creative Commons
Msafiri Mgambi Msambwa, Daniel Kangwa, Lianyu Cai

et al.

Discover Education, Journal Year: 2023, Volume and Issue: 2(1)

Published: Nov. 16, 2023

Abstract This study is rigorous of peer-reviewed literature on the integration information and communication technology (ICT) tools in secondary schools. It analyzed impact ICT teaching learning process based 51 sampled studies. The findings are thematically presented under benefits improving processes regarding curriculum coverage, equitable access, shared resources, personalized learning. Furthermore, challenges were found professional development, pedagogical technological knowledge, resource maintenance. Among best practices strategies to resolve these regular supply systems maintenance, curricula realignment, policy formulation, engaging all stakeholders integration. Recommendations: practitioners should adopt, adapt, innovate approaches, strategies, methods facilitate use align integrate with objectives, content, or standards by exploring using diverse dynamic

Language: Английский

Citations

15
Multilevel analysis of the effects of principal support and innovative school climate on the integration of technology in learning activities DOI
Stefan Ninković, Olivera Knežević Florić, M. Momcilovic

et al.

Computers & Education, Journal Year: 2023, Volume and Issue: 202, P. 104833 - 104833

Published: May 16, 2023

Language: Английский

Citations

14
A systematic literature review on the ICT integration in teaching and learning: Lessons for an effective integration in Tanzania DOI
Msafiri Mgambi Msambwa, Daniel Kangwa

European Journal of Education, Journal Year: 2024, Volume and Issue: unknown

Published: June 17, 2024

Abstract This study is a systematic literature review on the use of Information and communication technology (ICT) in secondary schools how it can improve student learning outcomes, motivation, engagement, skills development, teachers' attitudes, practices, beliefs about teaching learning. After inclusion exclusion criteria, sample included 40 eligible studies from Scopus Eric databases. The research questions were thematically answered, findings summarised into an ICT integration framework. analysis indicates that effective depends students' motivation attitude change. Further, proposes should not only be aligned with curriculum objectives but also sustained through maintenance tools appropriate development for both learners teachers. Therefore, largely capacity which focused harnessing technological knowledge pedagogical understanding conducive environment supported by all stakeholders. It recommended institutions aim at building to enable students, teachers, other experts identify address challenges efficiently.

Language: Английский

Citations

5
Multi-level cognitive state classification of learners using complex brain networks and interpretable machine learning DOI
Xiuling He, Yue Li, Xiong Xiao

et al.

Cognitive Neurodynamics, Journal Year: 2025, Volume and Issue: 19(1)

Published: Jan. 3, 2025

Language: Английский

Citations

0