A study of the impact of the new digital divide on the ICT competences of rural and urban secondary school teachers in China
Heliyon,
Год журнала:
2024,
Номер
10(7), С. e29186 - e29186
Опубликована: Апрель 1, 2024
Teachers'
competence
in
information
and
communication
technology
(ICT)
applications
can
lead
to
a
deeper
integration
of
into
the
curriculum
improve
quality
education.
However,
its
application
distribution
issues
could
result
resource
inequality
social
injustice.
Based
on
ICT
competency
framework
for
teachers,
study
investigates
variables
influencing
teachers'
competency.
A
prediction
model
is
built
using
empirical
data
from
secondary
school
teachers
Hebei
Province,
China,
both
urban
rural
settings.
The
results
show
that
new
digital
divide
does
exist
between
differences
environment
literacy
reflecting
have
different
degrees
impact
competence.
Age
subject
also
affect
In
era,
we
start
with
knowledge
acquisition,
deepening
creation
Язык: Английский
Unravelling the dynamics of technology integration in mathematics education: A structural equation modelling analysis of TPACK components
Education and Information Technologies,
Год журнала:
2024,
Номер
29(17), С. 23687 - 23715
Опубликована: Май 30, 2024
Abstract
This
quantitative
study
examined
the
dynamics
of
Technological
Pedagogical
Content
Knowledge
(TPACK)
framework
within
mathematics
education,
centring
on
role
Contextual
(XK).
The
research,
conducted
with
middle
school
teachers
in
Chongqing,
China,
employed
structural
equation
modelling
(SEM)
to
explore
relationships
between
various
TPACK
components.
establishes
discriminant
validity
and
demonstrates
an
excellent
fit
for
SEM
model.
Notably,
it
uncovers
significant
correlations
framework,
a
special
emphasis
influence
XK.
findings
indicate
that
XK,
conjunction
(PK),
(PCK),
(TCK),
considerably
impacts
overall
construct.
research
highlights
critical
XK
key
components,
such
as
(TPK),
PCK,
itself.
These
results
underline
importance
integrating
professional
development
programs
focused
TPACK,
accentuating
its
vital
effectively
technology
education.
significantly
contributes
academic
understanding
TPACK’s
complex
dynamics.
It
provides
essential
insights
enhancing
integration
offering
valuable
guidance
educational
practitioners
policymakers.
Язык: Английский
Exploring demographic influences on digital technology integration in Chinese primary mathematics education
International Electronic Journal of Mathematics Education,
Год журнала:
2025,
Номер
20(2), С. em0810 - em0810
Опубликована: Янв. 2, 2025
In
the
evolving
landscape
of
primary
mathematics
education,
this
study
investigates
impact
gender,
age,
teaching
experience,
educational
background,
and
mathematics-specific
education
on
factors
integrating
digital
technology
during
post-pandemic
era
in
schools.
Data
from
554
teachers
China,
were
analyzed
using
Technological
Pedagogical
Readiness
scale
across
eleven
constructs
with
Kruskal-Wallis
Mann-Whitney
<i>U</i>
tests
for
statistical
examination.
Results
indicate
a
significant
difference
Content
Knowledge
(TPACK)
construct
based
female
exhibiting
stronger
integration.
Contrary
to
findings
other
studies,
showed
no
substantial
gender
differences,
suggesting
an
equalizing
effect
potentially
propelled
by
widespread
adaptation
pandemic.
Age
experience
did
not
present
variations
integration,
revealing
shift
previously
understood
dynamics
where
younger,
less
experienced
educators
considered
more
technologically-inclined.
Educational
levels,
including
junior
college,
bachelor’s
degree,
master’s
along
significantly
influence
indicating
standardization
technological
engagement
regardless
academic
specialization
or
background.
The
study’s
insights
emphasize
necessity
inclusive
professional
development
programs
that
consider
these
nuances
support
sustained
use
beyond
Язык: Английский
Promoting Primary School Chinese Teachers Teaching Competence
International Journal of Teacher Education and Professional Development,
Год журнала:
2025,
Номер
8(1), С. 1 - 21
Опубликована: Янв. 24, 2025
Chinese
primary
school
teachers'
teaching
competency
encompasses
a
range
of
components,
including
the
values,
abilities,
and
information
needed
to
advance
their
in
classroom.
However,
there
is
currently
dearth
study
this
area,
particularly
with
regard
educational
digitalization,
which
presents
teachers
new
demands
difficulties.
In
order
address
research
gap,
179
China
were
surveyed
for
study.
Scales
used
collect
quantitative
data,
interviews
gather
qualitative
data
in-depth
analysis.
The
findings
show
that
have
an
upper-middle
level
overall
competency.
Notably,
professional
knowledge
digital
context
characteristics
learning
innovation
showed
lower
ratings.
five
categories
knowledge,
skills,
innovation,
character,
personal
attributes
also
notable
disparities
between
groups
teachers.
Язык: Английский
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration
Teaching and Teacher Education,
Год журнала:
2024,
Номер
142, С. 104532 - 104532
Опубликована: Фев. 24, 2024
For
meaningful
technology-enhanced
teaching,
teachers
need
to
systematically
integrate
the
basic
components
of
content,
pedagogical
and
technological
knowledge.
To
motivationally
foster
knowledge
integration,
we
tested
effectiveness
a
utility-value
intervention
in
two
experiments
(laboratory:
N
=
43,
online:
115)
within
German
pre-service
teacher
education.
Teachers
randomly
either
received
utility-intervention
or
not.
Afterwards
all
were
asked
learn
essential
aspects
on
teaching
mathematics
with
technologies
using
an
online
learning
environment.
We
did
not
find
effect
motivation.
Epistemic
network
analyses
revealed
that
group
realized
more
integration
processes
than
control
group.
Язык: Английский
Effectiveness of ICT-integrated pedagogy on pre-service teachers’ teaching competence in mathematics
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Июнь 12, 2024
The
influence
of
teachers’
teaching
competence
on
students’
academic
performance
is
pivotal,
prompting
an
examination
the
efficacy
ICT-integrated
pedagogy
in
enhancing
pre-service
mathematics
teachers.
This
quasi-experimental
research
employed
a
pre-test,
and
post-test
control
group
design
involving
30
teachers,
with
15
participants
assigned
to
both
experimental
groups.
Throughout
four-week
duration,
received
instruction
utilizing
‘ICT-integrated
pedagogy,’
while
was
taught
applying
traditional
‘Lecture-based
pedagogy.’
Employing
‘Mathematics
Teaching
Competence
Scale,’
cohorts
were
assessed
prior
following
intervention,
data
subjected
analysis
using
descriptive
statistics
t-tests
SPSS
version
20.
results
revealed
that
teachers
group,
exposed
demonstrated
superior
competency
compared
their
counterparts
group.
These
findings
advocate
for
positive
impact
pedagogical
approaches
nurturing
proficiency
Consequently,
this
study
suggests
widespread
implementation
approach
by
Teacher
Educators,
envisioning
its
potential
engender
competent
high-quality
Язык: Английский
How Can We Better Comprehend the Disposition of Elementary School Students towards Advanced Mathematical Thinking?
Journal of Education Research and Evaluation,
Год журнала:
2024,
Номер
8(2), С. 231 - 239
Опубликована: Май 28, 2024
Conventional
mathematics
teaching
methods
emphasize
speed
and
accuracy,
creating
unnecessary
pressure
often
inaccurately
measuring
children's
achievements.
This
research
aims
to
build
a
framework,
systematically
examine
students'
affective
areas,
especially
mathematical
dispositions,
analyze
the
urgency
of
Advanced
Mathematical
Thinking
(AMT).
is
comprehensive
investigative
or
exploratory
mixed
using
data
triangulation.
The
subjects
involved
in
this
were
80
elementary
school
students.
collection
method
used
was
questionnaire.
In
addition,
study
combined
open-ended
questions
random
narratives
that
captured
participants'
perspectives
on
learning.
analysis
technique
uses
qualitative
quantitative
descriptive
analysis.
results
show
teachers
must
consider
various
cognitive,
emotional
psychomotor
capacities
constraints
during
educational
process.
can
be
done
appropriate
learning
activities
methodologies,
such
as
individual
assignments
adapt
abilities.
Additionally,
narrative-based
summative
assessments
an
approach
for
educators
identify
specific
needs
their
implies
importance
considering
psychological
factors
designing
effective
strategies.
Язык: Английский
How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics
Educational Studies in Mathematics,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 7, 2024
Abstract
Teachers
need
technological
pedagogical
content
knowledge
(TPACK)
for
teaching
with
technology,
and
its
assessment
is
crucial
research
practice.
Previous
literature
reviews
on
TPACK
were
not
specific
to
a
area
(e.g.,
mathematics),
although,
by
definition,
the
framework
includes
content-specific
facets.
Consequently,
requirements
could
differ
depending
content.
Further,
reliable
of
mathematics-specific
depends
quality
test
instruments
used,
but
there
no
consensus
type
used
in
past
studies.
This
systematic
review
adds
existing
focusing
mathematics,
investigating
study
characteristics
,
instrument
operationalizations
TPACK.
Regarding
characteristics,
findings
reveal
an
increase
number
studies
conducted
across
various
countries
worldwide.
As
researchers
frequently
self-developed
assess
TPACK,
often
without
providing
information
reliability
or
validity
measures.
operationalizations,
more
than
half
self-report
scales
followed
observations
material
analyses,
while
tests
hardly
used.
Additionally,
assessments
typically
referred
domain
mathematics
as
whole
instead
subdomains
mathematics.
The
results
raise
questions
regarding
comparability
Язык: Английский
From learning to practice: The role of preparation, acceptance, skills, and innovativeness in affecting preservice teacher technology integration
Education and Information Technologies,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 26, 2024
Язык: Английский
Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study
Education Sciences,
Год журнала:
2024,
Номер
14(12), С. 1342 - 1342
Опубликована: Дек. 9, 2024
One
goal
of
teacher
education
is
to
create
learning
environments
where
pre-service
teachers
can
explore
and
enhance
their
digital
competencies.
We
aim
contribute
knowledge
on
how
these
should
be
designed.
First,
our
study
focuses
examining
the
changes
in
teachers’
Technological
Pedagogical
Knowledge
(TPK)
Content
(TPACK)
over
one
semester.
Secondly,
we
evaluate
impact
various
teaching
strategies
aimed
at
fostering
professional
competencies,
as
conceptualized
by
Synthesis
Qualitative
Evidence
(SQD)
model.
Our
sample
comprised
308
(30%
male
students;
x¯age
=
23.29)
from
German
University
attending
different
seminars
(N
40).
Utilizing
latent-change
score
models
bi-factor
exploratory
structural
equation
models,
indicated
no
significant
overall
change
TPK
TPACK
across
seminars.
Taking
into
account
SQD
students’
satisfaction
with
these,
not
single
but
orchestration
significantly
positively
impacted
development
within
a
These
findings
highlight
importance
employing
TPACK.
Язык: Английский