Information Systems and e-Business Management, Год журнала: 2022, Номер 20(4), С. 749 - 787
Опубликована: Авг. 25, 2022
Язык: Английский
Applied Economics, Год журнала: 2025, Номер unknown, С. 1 - 13
Опубликована: Фев. 25, 2025
Язык: Английский
Процитировано
0
Computers and Education Open, Год журнала: 2025, Номер unknown, С. 100246 - 100246
Опубликована: Март 1, 2025
Язык: Английский
Процитировано
0
Computers & Education, Год журнала: 2022, Номер 186, С. 104547 - 104547
Опубликована: Май 14, 2022
Язык: Английский
Процитировано
16
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
Процитировано
3
Contemporary Educational Technology, Год журнала: 2022, Номер 14(4), С. ep391 - ep391
Опубликована: Окт. 19, 2022
The world we live in today holds some uncertainties. processes of automation, big data, the digital environment, global crises, and interconnectedness international society are changing common technological patterns educational system. Among essential features competitiveness teachers higher education mobility, competencies, adaptability, participation scientific networks projects, continuous acquisition new skills. For this reason, must continuously develop their professional skills to remain competitive create professionals education. Current conditions fostering demand for who produce pedagogical developments.<br /> This article aims solve problem defining structure, content, requirements methodological support teachers’ a context challenges risks. Theoretically, is defined by need approaches explaining concept teacher psychological teaching methodology training developing competitiveness. In practice, conclude that researchers personal, professional, procedural, enhancements faculty world.
Язык: Английский
Процитировано
13
Education Sciences, Год журнала: 2023, Номер 13(4), С. 349 - 349
Опубликована: Март 28, 2023
Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact with or implement digital personalised learning (DPL) tools classroom. This study explores two research questions: (RQ1) what strategies are enacted by while implementing a DPL-tool for programming? (RQ2) does teacher–technology interaction take shape? A qualitative multiple case was established, comprising four cases (two pairs co-teachers who teach individually) DPL-track programming first grade secondary education (12-to-14-year-old students). Within-case cross-case analyses interviews observations revealed that, although remained unchanged over cases, used different enacting DPL-track. Subsequently, various forms relationship were observed. Based on findings, (1) continuum (2) new concept, i.e., ‘the nexus’, presented as they value elaboration theory implementation DPL-tools real life classrooms.
Язык: Английский
Процитировано
7
Asia Pacific Journal of Education, Год журнала: 2024, Номер unknown, С. 1 - 19
Опубликована: Апрель 9, 2024
This study explores the extent to which L2 Chinese teachers (Teachers of as a Second or Foreign Language) embrace and integrate technology into their teaching practices, how self-efficacy in digital literacy (referred L2CDL) influences acceptance technology. It extended Technology Acceptance Model (TAM) by adding L2CDL key factor that teachers' perceptions behaviours regarding use. Utilizing sample 445 teachers, adapted assessment tools employed structural equation modelling scrutinize L2CDL-TAM relationship. The research centred on two primary objectives. First, it validated applicability TAM model within context education, confirming its suitability with relationships consistent original model. Notably, established robust correlation between perceived usefulness (PU) behavioural intention (BI). Second, delved association technology-related factors, revealing significant positive critical elements, including PU, ease use (PEU), BI. has exerted an influence relationship PEU L2CDL-PEU connection being particularly pronounced. underscores pivotal role shaping attitudes towards adoption.
Язык: Английский
Процитировано
2
Journal of Physics Conference Series, Год журнала: 2024, Номер 2750(1), С. 012043 - 012043
Опубликована: Апрель 1, 2024
Abstract To prepare mathematics and science teacher students for the implementation of digitally transformed teaching, we are developing researching a course using design-based research paradigm at University Graz. Based on findings curriculum analyses surveys, selected two main content areas course: digital data acquisition with Arduino dealing misinformation. Learning arrangements were developed based empirical theoretical foundations. The initial took place in summer semester 2022 17 students. We examined students’ learning processes effectiveness terms mixed-methods design (pretest, posttest, reflection journal, field observations instructors). This article presents triangulation related to work derived criteria redesigning arrangements. results show that self-assessment technological competencies self-efficacy expectations working differ between without prior programming knowledge. Our suggest there is need implement scaffolds support as they undertake practical Arduino.
Язык: Английский
Процитировано
2
Computers & Education, Год журнала: 2023, Номер 207, С. 104927 - 104927
Опубликована: Сен. 17, 2023
Although there are numerous studies on the development of teachers' professional digital competence, only a few have studied intermediate levels education system and its impact over time. A structural merger three Norwegian municipalities allowed for natural field experiment involving two school districts. In present study, we explored potential differences in early late adopter effects teachers from Survey data were collected to assess teacher-level perceptions organisational support access collaborative communities. Teachers also rated themselves according Technological, Pedagogical, Content Knowledge (TPACK) framework competence answered questions their level student-centred teaching beliefs. The analysed using Structural Equation Model (SEM) explore associations between study variables patterns results indicate that municipality- or district-level initiatives influenced behaviour management teacher community, possibly result more style classroom. paper adds new insights into how schools by system. findings our may thus be interest researchers exploring schools. Moreover, as highlight districts approach implementation one-to-one coverage devices schools, bring updated knowledge this research field.
Язык: Английский
Процитировано
5
Unterrichtswissenschaft, Год журнала: 2023, Номер 51(4), С. 579 - 604
Опубликована: Дек. 1, 2023
Abstract Collaborative design practices, in which pre-service teachers construct lesson plans small groups, is regarded as beneficial to attain professional development. However, it largely unclear factors determine the effectiveness of collaborative within technology-related teacher education. Against this background, we investigated extent group composition regarding motivational (self-efficacy, utility-value) and knowledge-based heterogeneity affected quality designed outcome development interventions. Furthermore, whether was related teachers’ such acquisition technological-pedagogical-content knowledge (TPACK). The data collected a larger research project TPACK-intervention 5 subject pedagogies foster learning. Lesson N = 68 nested k 23 natural occurring groups were analyzed their instructional technology exploitation. Additionally, measured knowledge, motivation pre-post-test-design. analyses revealed that positively collaboration product (i.e., plans). not but negatively self-efficacy utility-value. Similarly, prior correlated TPACK gain. These findings highlight heterogenous during practices education may be double-edged sword
Язык: Английский
Процитировано
5