TPACK, technological self-efficacy, gender, and online teaching effectiveness: Insights from the COVID-19 crisis

Humanities and Social Sciences Communications, Journal Year: 2025, Volume and Issue: 12(1)

Published: Feb. 19, 2025

Language: Английский

---

Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 135, P. 104318 - 104318

Published: Sept. 11, 2023

This study examines how early-career teachers' experience and perceived support during the pandemic affected their technology integration self-efficacy use of information communication (ICT) after school closure. The results reveal that positive teaching experiences were associated with self-reported changes in show effects ICT literacy general teacher on self-efficacy. literacy, self-efficacy, had indirect effects, whereas direct for teaching.

Language: Английский

---

Pre‐service teachers' inclination to integrate AI into STEM education: Analysis of influencing factors

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 55(6), P. 2574 - 2596

Published: May 3, 2024

Abstract In the ever‐evolving AI‐driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre‐service teachers' readiness to incorporate their practices. This study examined factors influencing willingness integrate (WIAI), especially from perspective attitudes towards application in teaching. study, comprehensive survey was conducted among 239 teachers, examining influences and interconnectedness Technological Pedagogical Content Knowledge (TPACK), Perceived Usefulness (PU), Ease Use (PE), Self‐Efficacy (SE) on WIAI. Structural Equation Modeling (SEM) employed data analysis. The findings illuminated direct TPACK, PU, PE, SE TPACK found directly affect SE, while PE PU also influenced SE. Further analysis revealed significant mediating roles relationship between WIAI, highlighting presence chain mediation effect. light these insights, offers several recommendations promoting Practitioner notes What is already known about this topic? potential enrich learning experiences improve outcomes education been recognized. Pre‐service practice crucial shaping future environment. TAM frameworks are used analyse teacher technology‐supported environments. Few have context education. paper adds? A designed developed WIAI its relationships with including impact identified as variables Two sequential effects, → teachers were further identified. Implications and/or policy encouraged explore utilize technology enhance confidence self‐efficacy Showcasing successful cases practical essential fostering awareness integration It recommended introduce courses training programs. Offering internship practicum opportunities related can skills

Language: Английский

---

Gender divides in teachers' readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared?

Computers & Education, Journal Year: 2023, Volume and Issue: 199, P. 104774 - 104774

Published: March 4, 2023

During the last years, "Great Online Transition" has brought to light large variation in teachers' readiness for online teaching and learning (OTL). Drawing from an international sample of 731 higher-education teachers, we examined gender differences OTL as a source this variation. Currently, field OTL, better evidence is needed understand associated dimensions effects on experiences perceptions readiness, provide support professional opportunities transitioning blended practice. To such evidence, first evaluated measurement bias measures found strong invariance. Second, quantified levels: Women reported higher cognitive activation practices (d = +0.15); men self-efficacy technological content knowledge −0.20). These were small, varied across constructs, due gap experience. Third, construct associations involving perceived institutional weaker women. improve quality, robustness, validity respective argue that studying divides needs consider bias, experience, associations.

Language: Английский

---

Technological self-efficacy and mindfulness ability: Key drivers for effective online learning in higher education beyond the COVID-19 era

Contemporary Educational Technology, Journal Year: 2024, Volume and Issue: 16(2), P. ep505 - ep505

Published: March 8, 2024

During the COVID-19 outbreak, Israel’s higher education system swiftly transitioned to emergency-adapted online distance learning. Yet, limited research has assessed effectiveness of learning (EOL) for Arab students in Israel. This study delves into students’ EOL perceptions, focusing on cognitive and emotional aspects. Using a quantitative method, it explored link between technological self-efficacy (TS), mindfulness ability (MA), during pandemic among from three Israeli academic institutions (N=378). Results showed positive association TS EOL. Further, MA moderated TS-EOL relationship. Men demonstrated than women. There were noticeable differences undergraduate (pre-service teachers) graduate (in-service students, with latter exhibiting an advantage. contributes evolving discourse post-pandemic learning, shedding light potential gender disparities highlighting importance both successful The findings have implications instructional designers, educators, policymakers, programs.

Language: Английский

---

The Use of Digital Technologies in Physiotherapy Higher Education: a Mixed-Methods Study

Archives of Physiotherapy, Journal Year: 2025, Volume and Issue: unknown, P. 49 - 58

Published: March 10, 2025

Background: Previous studies demonstrated that digital tools can be effectively integrated into physiotherapy higher education. However, their adoption remains limited. This study aimed to 1) evaluate the perceived knowledge, confidence, and frequency of technology use among Italian lecturers 2) explore lecturers’ experiences with in Methods: We performed a convergent mixed-method using an online survey instrument for lectures. employed 5-point Likert use, consensus defined as agreement ≥70% on statement. An optional qualitative section explored technology, which we analyzed Reflexive Thematic Analysis. Results: Between June September 2023, 118 (mean age: 45 ± 11; 69% female, n = 81) completed survey. Participants expressed confidence utilizing such videoconferencing (95%), repositories (88%), communication apps (78%). On average, 32% reported technologies “often” or “always.” In section, by 77 participants, generated three themes: “Technology promote constructive educational approach”; “Action students’ learning process,” mixed results impact; 3) is not within everyone’s reach,” due barriers its implementation didactics. Qualitative quantitative findings confirmed one another, allowing deeper understanding lecturers. Conclusions: Our indicate are still underutilized The main include inadequate infrastructure lack competencies.

Language: Английский

---

Enhancing teacher confidence and competence: A case study of digital research skills training

E-Learning and Digital Media, Journal Year: 2025, Volume and Issue: unknown

Published: March 29, 2025

Despite the growing need for digital research skills in education, many teachers struggle to acquire and implement these skills, leading reduced confidence competence. This case study investigated impact of a targeted training program on teachers’ self-reported confidence, competence, classroom practices. Teachers participated workshops hands-on activities that promoted effective navigation utilization resources. Data collected through surveys, interviews, observations revealed significant increase teachers' integration their teaching Notably, uncovered strong correlation between teacher competencies student engagement, finding has received limited attention previous literature. By emphasizing role fostering this highlights importance providing professional development opportunities address specific needs challenges. Moreover, findings suggest such programs may contribute improved learning experiences, demonstrating potential benefits broader educational community.

Language: Английский

---

Education 4.0: Considering the Development of Teachers’ Psychological Dispositions Towards the Use of ICT with Kindergarten Children

Lecture notes in networks and systems, Journal Year: 2025, Volume and Issue: unknown, P. 129 - 140

Published: Jan. 1, 2025

Language: Английский

---

Exploring the Factors That Influence K-12 Teachers’ Use of Open Educational Resources

Education Sciences, Journal Year: 2024, Volume and Issue: 14(3), P. 276 - 276

Published: March 6, 2024

The features of open educational resources (OERs) have the potential enhancing teaching effectiveness and student learning experiences in K-12 education. Encouraging teachers to use OERs requires an understanding factors that influence on teachers’ decisions adopt or their teaching. In this regard, study explored related how perceived OERs, including ease usefulness intention attitudes, OER self-efficacy, so on. relationships several proposed were explored. participants from a university northeastern United States. Both quantitative qualitative approaches applied analyze collected data. results indicated perceptions using positive overall. Their two significant predictors adoption OERs. Other addressed willingness challenges with re-ported discussed.

Language: Английский

---

Examining Language Teachers' Technological Pedagogical Content Knowledge from a Dispositional Perspective

Advances in educational technologies and instructional design book series, Journal Year: 2025, Volume and Issue: unknown, P. 55 - 72

Published: Feb. 14, 2025

This chapter examines the extent to which teacher dispositions (TDs) influence their technological pedagogical content knowledge (TPACK) in context of foreign language teaching. Utilizing a sequential mixed-method design, results two TD and TPACK questionnaires were used identify components TDs best predict among group teachers. Semi-structured interviews also conducted explore these relationships greater depth. The findings revealed that dispositions, specifically motivation teach, efficacy, willingness learn, significantly related TPACK. concludes with implications for training programs, emphasizing importance fostering enhance technology integration instruction.

Language: Английский

---