Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools

Education and Information Technologies, Год журнала: 2022, Номер 28(5), С. 5187 - 5208

Опубликована: Окт. 29, 2022

Abstract Artificial intelligence (AI) provides new opportunities for K-12 English as foreign language (EFL) teachers to improve their teaching. To address the emerging trend of integrating AI into teaching, this study investigated EFL teachers’ perceptions, knowledge, and behavioral intention use support teaching learning in middle schools. This combined relevant aspects Unified Theory Acceptance Use Technology (UTAUT) Technological Pedagogical Content Knowledge (TPACK) theoretical basis. A survey was conducted an education demonstration district China. adopted a 5-point Likert scale which developed from previous research interview records teachers. total 470 valid responses were collected. The reliability validity satisfied with eight constructs: Performance Expectancy (PE), Effort (EE), Social Influence (SI), Facilitating Conditions (FC), technological knowledge (AIL-TK), pedagogical (AI-TPK), AI-TPACK, Behavioral Intention (BI). results showed that positive regard measured factors. PE, SI, AIL-TK, AI-TPACK had significant predictive power on BI; EE, FC, AI-TPK indirect effects BI. complex interrelations mapped out provide educators policymakers theoretically grounded scheme foster BI

Язык: Английский

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Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies

Computers & Education, Год журнала: 2022, Номер 189, С. 104577 - 104577

Опубликована: Июль 6, 2022

STEM teachers are critical mediators of knowledge, and their performance can directly impact students' learning experiences knowledge acquisition. To ensure the quality instruction, countries worldwide have launched teacher professional development (TPD) programs. It is paramount to know how these programs been implemented what lessons be learned from them. In this study, capture trends in publications on K-12 TPD, we systematically reviewed relevant journal papers published Web Science database 2006 2020. We analyzed (1) foci, (2) approaches, (3) outcome measurements, as well (4) data sources TPDs. addition, inform future designs, selected developed narrative descriptions three exemplary cases. These cases showcased high-quality TPD covered pre-service in-service formal informal settings. foci TPDs using technological pedagogical content (TPACK) framework. The results showed that types delivered were mostly while a certain number focused knowledge. Most studies adopted mixed featuring activities like by design, doing, reflective learning, group work. approaches emphasized active participation process, built links between classroom practices, encouraged collective developing expertise. However, collected through interviews or survey instruments. Future research should move beyond analyzing teachers’ perceptions explore processes (e.g., online logs, teacher-peer interactions) products lesson plans, handmade crafts) further examine effects activities. would also desirable establish greater consistency collection such validated interview observation protocols generalizable different school

Язык: Английский

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Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Education and Information Technologies, Год журнала: 2022, Номер 28(5), С. 5999 - 6026

Опубликована: Ноя. 7, 2022

Abstract Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey ( N = 1740), this study aims construct model that predicts teachers’ extensive technology acceptance by extending Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) innovativeness. TAM been valuable tool measure adoption of new various contexts, including education. However, designed principally applied assess user specific implementation. This extended technology-enabled practice (online teaching) technologies. The proposed explains behavioural intention teach good fit. Our findings revealed collective effects TPACK, perceived usefulness (PU) technology, innovativeness on post-pandemic. Moreover, identified training support from school as significant predictor both TPACK PU. novelty lies its conceptualisation incorporates information-technology-based constructs personal-competence-based features, Furthermore, our contributes growing body literature addresses teaching schoolteachers post-pandemic era.

Язык: Английский

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Examining dimensions of teachers’ digital competence: A systematic review pre- and during COVID-19

Heliyon, Год журнала: 2023, Номер 9(6), С. e16677 - e16677

Опубликована: Май 26, 2023

The digitisation of education has heightened the importance examining which competences are needed among teachers and student teachers. In past decade, opportunities challenges related to using digital technologies in teaching training have made concept 'digital competence' increasingly relevant. This paper examines how researchers characterised dimensions teachers' both before during COVID-19 pandemic. a literature review, 116 articles were analysed identify prevalent understandings competence. search was conducted two rounds: period up including 2019 supplements from 2020 2021. latter focused on addressing school closures because 'lockdowns'. findings indicate that research competence seems unclear regarding who benefits competence, teacher's role links between subject domains. Moreover, more functional than designer role. addition, studies typically based self-reported data, most publications examined include knowledge, skills or attitudes. pandemic increased focus whole group pupils use ready-made educational designs. may also researchers' reliance data.

Язык: Английский

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Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions

Frontline Learning Research, Год журнала: 2024, Номер 12(1), С. 1 - 15

Опубликована: Янв. 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.

Язык: Английский

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Analysis of Differences in the Levels of TPACK: Unpacking Performance Indicators in the TPACK Levels Rubric

Education Sciences, Год журнала: 2022, Номер 12(2), С. 79 - 79

Опубликована: Янв. 24, 2022

Since the development of technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety instruments to measure TPACK pre-service and in-service teachers. The task an efficient, reliable, valid instrument is difficult. Even validated require guidance for consistent use that preserves fidelity. purpose this study provide using Levels Rubric, was developed on basis model progressive levels TPACK. authors systematically examined criteria rubric in order understand differences each component, lesson exemplars create guidelines educators tool assessing iterative analysis also led revision original establish horizontal vertical alignments consistency rubric, level across four components, component five levels. construct validity revised confirmed exploratory factor 175 mathematics plans videos taught lessons by graduate special education elementary school

Язык: Английский

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Two is better than one—Examining biology-specific TPACK and its T-dimensions from two angles

Journal of Research on Technology in Education, Год журнала: 2022, Номер 55(5), С. 765 - 782

Опубликована: Фев. 15, 2022

Until now, TPACK has mostly been measured by subject-unspecific self-report measures. In contrast, this study introduces and analyzes an objective biology-specific performance assessment of the four T-dimensions TPACK. This instrument was used in combination with a measure to examine 206 biology teacher students at Austrian university. Using two test instruments same construct allows direct comparison increases validity. Structural equation models were calculated analyze compare internal structure within instruments. Although different formats used, for which dimensions showed moderate correlations, data both similar support transformative view due lack influence technological knowledge (TK) on

Язык: Английский

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Teacher Education Interventions on Teacher TPACK: A Meta-Analysis Study

Sustainability, Год журнала: 2022, Номер 14(18), С. 11791 - 11791

Опубликована: Сен. 19, 2022

Teacher education is an important strategy for developing teachers’ technological pedagogical content knowledge (TPACK). Many schools in the world have incorporated training into teacher plans. However, there has been controversy academic circles concerning effects of intervention promoting development TPACK. Therefore, this study used a meta-analysis approach to review published literature on programs determine impact The results showed that positively affected TPACK (d = 0.839, p < 0.0001). Besides cultural background, experimental participants, types, sample durations, differences measurement methods, and learning environments are reasons interventions. research design using random experiments had significant positive effect size, which was significantly higher than quasi-experiment. longer duration teaching intervention, stronger improvement There improving between interventions, more obvious. greater slightly smaller theoretical practical knowledge. participant, type, environment no intervention.

Язык: Английский

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Beliefs, Self-reported or Performance-Assessed TPACK: What Can Predict the Quality of Technology-Enhanced Biology Lesson Plans?

Journal of Science Education and Technology, Год журнала: 2022, Номер 31(5), С. 570 - 582

Опубликована: Июнь 8, 2022

Abstract Digital technologies have the potential to increase quality of instruction; however, using digital does not necessarily guarantee high-quality teaching. Therefore, teachers need specific professional knowledge on how use and implement technologies. Moreover, know beliefs about learning with impact their Usually, are assessed via self-report measures in a subject-unspecific isolated manner. The present study assesses biology-specific (self-report performance assessed) together. Furthermore, these constructs were related lesson plans honeybees analysed. Eighty-two biology teacher students from an Austrian university participated study. A path model revealed that self-assessed was significant predictor planning quality. In contrast, performance-assessed and–to some extent–beliefs predictors technology integration. Thus, own do sufficiently predict ability engage integration classroom.

Язык: Английский

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Trend of Technology Pedagogical Content Knowledge (TPACK) Research in 2012-2022: Contribution to Science Learning of 21st Century

Jurnal Penelitian Pendidikan IPA, Год журнала: 2023, Номер 9(5), С. 39 - 47

Опубликована: Май 31, 2023

The use of TPACK in 21st Century Science learning can facilitate teachers and students to be more active make it easier for have the expected 21st-century competencies. This study aims identify analyze research trends science form documents, classification journal rankings, authors their country origin, keywords. is qualitative research. data used this were obtained from documents indexed by Google Scholar 2012-2022 using Publish or Perish dimension.ai. Research procedures PRISMA guidelines. Methods analysis bibliometric assisted VOSviewer software. results show that trend writing articles has increased significantly 2016 2020. Most journals contain about are Educational Information Technologies Computers & Education. density mapping themes rarely researched ICT investigation, curriculum, effectiveness, teacher knowledge, foreign language, education, instrument.

Язык: Английский

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