#InstaMind: teachers’ beliefs on educational technology to promote seamless technology integration in early education

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: June 7, 2024

Background The digital revolution has deeply affected every aspect of our daily lives, including education, transforming how we learn and teach. In Italy, this transformation occurred naturally for the alpha generation, born in era which technology is an integral part their education. Conversely, teachers who are not natives, adapting to technological a considerable challenge. This challenge increasing Italian working with preschoolers. Indeed, prior COVID-19 pandemic, such technologies were sparsely utilized within early study aims explore teachers’ beliefs through internal factors—i.e., self- efficacy, outcome expectations, interest, toward integration educational teaching. Methods To end, standardized Intrapersonal Technology Integration Scale was selected measure beliefs. includes 180 encompasses children currently attending pre-kindergarten, kindergarten, primary Results results obtained from comparison among three groups (pre- education) on factors manifold. Mainly, although all interested technologies, there reluctance low self-efficacy perception use them Specifically, pre-kindergarten perceive themselves as less effective satisfied using than kindergarten teachers. Moreover, greater age teaching experience predict lower level perceived highlighting resistance change. All implications detailed text. Discussion suggests focusing self-efficacy, offering customized training enhance it, exploiting enriching knowledge scientific dissemination seminars, method. conclude, understanding better meet needs digital-native generation harness potential childhood

Language: Английский

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Investigation of Primary School Teachers' Professional Competencies and Technological Pedagogical Content Knowledge (TPACK) Competencies

International Journal of Education in Mathematics Science and Technology, Journal Year: 2023, Volume and Issue: 11(5), P. 1154 - 1172

Published: July 19, 2023

This study aims to examine primary school teachers' Technological Pedagogical Content Knowledge (TPACK) levels and teaching self-efficacy according their general demographic characteristics. Descriptive correlational research methods were used in the study. The quantitative sample of consists 217 teachers working schools Astana province 2022-2023 academic year. Personal information form, TPACK Teaching Self-Efficacy scales as data collection tools. Information about variables participants was given with descriptive statistics including frequency percentage. Independent T-Test, one-way ANOVA test, Tukey Pearson correlation test for analysis. As a result analyses, competencies found be at medium level, whereas beliefs high level. Significant differences observed gender professional seniority terms competencies. Especially technology knowledge female low Again, significantly low. Finally, significant positive relationships between teachers.

Language: Английский

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Self-Efficacy Scale for University Teaching in Virtual Environments, SSUTVE

Heliyon, Journal Year: 2024, Volume and Issue: 11(1), P. e41134 - e41134

Published: Dec. 11, 2024

Language: Английский

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Building technology integration at an urban school through a PDS partnership

School-University Partnerships, Journal Year: 2024, Volume and Issue: 17(2), P. 185 - 204

Published: April 8, 2024

Purpose In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Educational Emergency Revitalization (MEER) grant to determine (a) what extent additional resources would increase JREMS teachers’ efficacy in technology integration (b) NDMU form workshops self-paced computer science modules result greater use K-8 classrooms. Results indicated statistically significant improvement both teacher comfort with integrated instruction. Design/methodology/approach Survey data were collected on teacher-stated before after implementation. Teachers’ was also measured by unannounced classroom visits administration implementation artifacts teachers submitted during modules. Findings showing increases self-efficacy along exemplify benefits PDS partnership. Originality/value This initiative original its approach replacing required an invitation participate incentive for participation (a personal MacBook) that met stated needs teachers. Teacher motivation strong because teammates partnership provided necessary supports induce changes self-efficacy.

Language: Английский

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Teacher knowledge: insights for continuing education in Southern Brazil

Alteridad, Journal Year: 2024, Volume and Issue: 19(2), P. 247 - 257

Published: June 29, 2024

The pandemic caused by Covid-19 has education, on a global scale, to face increasing challenges in considerable aspects, from the social and economic inequality of students teachers so-called learning deficit at all levels. Considering essential dialogue between university, through its teacher education courses basic school, an applied research project was developed (participatory action research) whose theme presupposes technological innovation double perspective, as means end. Means, proposed teaching methodology, integrated with technology view changes work processes when implemented. End, considering pedagogical products generated after implementing digital objects that, nature, encompass different technologies for purposes. Furthermore, effective participation linked proposal, results suggest effectiveness resignification, made possible continuing regarding their role mediators curators process, aware that knowledge involves content, dimensions, well information communication integral part work.

Language: Английский

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Character Education TPACK Skills to Emergency Remote Learning During The Covid-19 Pandemic

Jurnal Penelitian dan Pengembangan Pendidikan, Journal Year: 2024, Volume and Issue: 8(1), P. 143 - 153

Published: April 26, 2024

The transition of education to an online environment due the COVID-19 pandemic presents new challenges for teachers and students. On other hand, there is only a little research on developing PCK related character education. Pedagogical Content Knowledge (TPACK) technology solves today's learning problems. This aims analyze Character Education TPACK skills emergency distance during pandemic. mixed methods with quantitative approach supported qualitatively. population sample are 200 teachers. data collection method uses questionnaire. instrument was questionnaire consisting 33 statements 5 open questions, which were distributed. Data examined numerically subjectively using component analysis teacher explanatory descriptions. techniques use statistics. results show that mastery in classes different media instructional platforms. implies future, can increase teaching materials, media, models appropriate subjects follow integrated create active, fun meaningful atmosphere.

Language: Английский

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Exploring the Influence of Vicarious Experiences in Teaching with Digital Technology on Pre-Service Science Teachers’ Digitalization-Related Affective-Motivational Dispositions

Education Sciences, Journal Year: 2024, Volume and Issue: 15(1), P. 15 - 15

Published: Dec. 26, 2024

The integration of digital media in German classrooms remains limited, partly due to teachers’ low motivation, self-efficacy, and negative attitudes toward these tools. This study investigates how vicarious experiences influence pre-service self-efficacy dispositions their motivational orientation using teaching. Beyond this, personal were implemented via an ecologically valid intervention, on the respective constructs was examined. employed a longitudinal design involving 43 science teachers over internship semester, combining theoretical workshop at university with lesson planning, implementation, reflection. Data collected pre- post-intervention analyzed Bayesian Path Analysis examine relationships between constructs. T-tests applied investigate impact structured mastery experiences. results imply that but have no significant self-efficacy. Motivational is primarily influenced by not has positive effect frequency use. Self-efficacy, other hand, most strongly experiences, whereas received least support this regard.

Language: Английский

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TECHNOLOGY SELF-EFFICACY AND DIGITAL LITERACY AMONG ODL STUDENTS: THE MODERATING ROLE OF GENDER

International Journal of Innovative Technologies in Social Science, Journal Year: 2023, Volume and Issue: 3(39)

Published: Sept. 4, 2023

This study investigated Open Distance Learning (ODL) students’ technology self-efficacy and digital literacy levels how the relationship between their is moderated by gender. The adopted a quantitative survey research approach data was collected from 522 students selected ODL institution in Nigeria using an online survey. A structured questionnaire consisting of 3 domains namely, demographic, were used as collection instrument for study. Data generated analysed descriptive statistics percentages, frequency count, mean standard deviation while correlation factor analyses performed to estimate model’s consistency construct validity. moderating role gender done process macro (Model 1) developed Hayes, (2018). Results revealed amongst others that very high rate high. Also, shown exhibit substantial positive influence on among students. However, results indicated played insignificant literacy. Based results, it recommended efforts at increasing digitization delivery should take into consideration these factors. policy actions aimed engaging learners more technologically sophisticated learning platforms must be anchored belief ability use achieve desired outcomes irrespective

Language: Английский

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Exploring the Perception of AI in Learning: Unveiling the Role of Student and Teacher Motivation and Self-Efficacy

Published: Oct. 31, 2023

Purpose. Artificial intelligence (AI) has a significant impact on education, but little is known about how primary and lower secondary school students perceive AI in learning. This study aims to explore both student teacher motivation self-efficacy relation students’ perceptions of learning.Design/methodology/approach. Data from 907 53 corresponding class teachers German speaking Switzerland was collected through questionnaires. Analysis conducted using doubly multilevel structural equation modeling (ML-SEM).Findings. revealed that learn with digital media significantly linked their perception at the individual level. Furthermore, plays crucial role for motivation, girls exhibiting compared boys. At level, integrate teaching positively associated motivation.Originality. among first investigate AI. It distinguishes itself by considering variables ML-SEM.Practical Implications. The research highlights importance fostering media, particularly female students. Additionally, it emphasizes need supportive motivating teacher-student dynamic create more positive These findings provide valuable insights integrating settings.

Language: Английский

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The Digital Teaching Landscape: Investigating the Roles of Interest, Self-Efficacy, and Experience in Shaping TPACK

Deleted Journal, Journal Year: 2023, Volume and Issue: 9(2), P. 141 - 152

Published: Dec. 28, 2023

Purpose –This study aims to analyze the relationship between interest, self-efficacy, and practical teaching experience concerning prospective early childhood education teachers' perceptions of Pedagogical Knowledge Technology Content. Design/methods/approach – This research employs an associative correlational quantitative design, involving 84 students from Early Childhood Islamic Education Study Program at UIN Sunan Kalijaga Yogyakarta. Data was collected through both offline online questionnaires analyzed using multiple linear regression techniques. analysis assesses predictive capacity in determining TPACK within ECCE teachers. aided by statistical software SPSS 26 for Windows. Findings The tests indicate that when considered individually, does not exhibit a positive significant effect on TPACK. Conversely, self-efficacy practice experience, examined separately, demonstrate influence Moreover, these variables are collectively examined, impact TPACK, showcasing robust 75.4%. However, it's worth noting there some inconsistencies results interest which may be attributed lack specific context detailed examination respondents' levels. Research implications/limitations primarily focuses elucidating interplay development. Practical implications These envisioned enhance quality prepare teachers confront evolving technological landscape. Originality/value contributes enhanced understanding interrelationships shaping offering novel insights into professional development Paper type paper

Language: Английский

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