No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Examining teacher technology use: Implications for preservice and Inservice teacher preparation (vol 54, pg 297, 2003)
... While some studies find that teachers with five or fewer years of teaching experience are, on average, more confident in their use of educational technology (Ritzhaupt et al., 2012), others have found that they have lower technological pedagogical content knowledge (that is, knowledge about how to use technology to enhance their pedagogy within a particular subject matter; Jang & Tsai, 2012). Likewise, while teachers with six or more years of experience may hold stronger beliefs about the negative impacts of technology use on students and therefore may be less likely to have students use technology during class time (Russell et al., 2003), they may also be more likely to use technology for lesson preparation and to direct student use of technology (Russell et al., 2007). These conflicting findings suggest the need for additional research on the association between teaching experience and teacher technology useparticularly in situations like the COVID-19 pandemic where choices about technology use were less likely to be teacher-driven. ...
... A second item asked teachers about their teaching experience (e.g., "How many years of teaching experience do you have in total?"). Here, we divided these into teachers with 0 to 5 years of experience, and teachers with over 5 years of experience, which are common thresholds for different stages of teacher development that have shown differences in propensity to integrate technology (see Kini & Podolsky, 2016;Russell et al., 2003). Of the 34 total respondents who were using the platform in spring 2021, between 29 and 34 teachers responded to each item, for response rates of 85% and 100%, respectively. ...
... It may be that more experienced teachers already have well-established routines for providing independent practice and feedback and, therefore, see the platform as less useful or necessary (Sturdivant et al., 2009), while teachers with less experience found the platform useful in helping them establish those routines. More experienced teachers also could have had prior negative experiences with educational technology that lead them to be wary of new innovations (Russell et al., 2003). If the latter is the case, demonstrating through support materials and coaching how the platform can be integrated into and support existing pedagogical approaches could help to increase platform usage among more experienced teachers (Lau & Yuen, 2013;Martin et al., 2010;Penuel, 2006). ...
Schools experienced unprecedented disruptions to instruction during the COVID-19 pandemic, largely driven by the abrupt transition to online learning in the spring of 2020. Often, this shift created a “black box” around remote learning and instruction. However, data generated by educational technology platforms can provide a window into instruction during this time. Here, we report on the amount and frequency of usage of an online platform for independent practice used by 58 grade 7 math teachers from seven school districts across multiple U.S. states between August 2019 and July 2021, providing insight into instruction just prior to and during COVID-19 disruptions. Results showed an increased proportion of teachers using the platform at least twice a week over the study period, from 22.2% to 44.1%. Further, platform usage was related to teachers’ level of experience and the amount of coach support received, suggesting areas for teacher support during remote instruction.
... In the elementary classroom, maths makes an important contribution to the child's development of mathematical thinking and emerging mathematical literacy with the application of maths in various situations in and out of school (Volk et al., 2017). Among the factors influencing students' mathematical learning and outcomes and technology integration for high-level learning outcomes are teachers' pedagogical beliefs, which affect instruction (Ertmer & Ottenbreit-Leftwich, 2010;McCulloch et al., 2018;Russell et al., 2003;Wachira & Keengwe, 2011). Pedagogical beliefs involve culturally imposed values and attitudes (Silverman, 2010), which develop gradually through years of schooling about instruction and learning and people's attitudes about themselves. ...
... Instead, the curriculum should be built on technology's pedagogical use, and the two must be examined as a fundamentally integrated system (Cheung & Slavin, 2013;Niess et al., 2009;Roschelle et al., 2010). Research reports that technology integration is more intense in a generation of digital natives and therefore correlates negatively with years of service (Baek et al., 2008;Cheng & Xie, 2018, citing Inan & Lowther, 2010Koh et al., 2014;Yaghi, 2001;Gu et al., 2013;Russell et al., 2003). To enact changes in teaching practice, the teachers' mathematical teaching efficacy beliefs toward the pedagogical shift are important (Enochs et al., 2000;Thomson et al., 2021). ...
... We therefore analyzed whether Croatian teachers' maths teaching efficacy beliefs are connected with TPACK in maths and maths in cross-curricular connections. As related studies report a correlation between years of service and technological competence (Baek et al., 2008;Cheng & Xie, 2018, citing Inan & Lowther, 2010Koh et al., 2014;Yaghi, 2001;Gu et al., 2013;Russell et al., 2003), we also examined this. First, we performed an exploratory factorial analysis on the Croatian sample of elementary teachers to assess the instrument's construct validity on the particular sample. ...
This correlational study addressed two issues pertinent to developing mathematical competences for the 21st Century. Firstly, in a post-digital society, technology is recognized in teachers’ pedagogic and subject-specific knowledge domains. Secondly, cross-curricular teaching must be introduced to respond to societal requirements for maths knowledge application in diverse areas of life and work. Croatian educational reform recognized the importance of informatics and the integration of ICT across curricula supporting cross-curricular teaching. When reforming teaching, teaching efficacy beliefs inform change, and the study examined how technology pedagogy content knowledge (TPACK) contributes to teaching efficacy beliefs. Six hundred and six Croatian elementary school classroom teachers were surveyed for maths teaching efficacy beliefs (MTEBI) and self-assessment of their technology pedagogy content knowledge (TPACK). The study confirmed that the integration of technology knowledge in teachers’ pedagogical knowledge is, in addition to content knowledge, essential and predicts, with a large effect size (f² = 0.64), the MTEBI subscale math teaching efficacy (MTE), while isolated technology knowledge does not. In addition, there is a positive correlation between years of service and pedagogy content knowledge and a negative correlation between years of service and technology pedagogy knowledge and technology knowledge, however, with a small effect size.
... Across studies, more classroom experience has been associated with more negative attitudes about using digital media in the classroom [64,65]. However, despite more negative attitudes, teachers with more experience have reported more extensive use of digital media in their classrooms than their less-experienced counterparts [47,66,67]. This effect may level off as knowledge is gained, as one recent study found that the positive relationship between teaching experience and digital media use plateaus at the highest levels of experience [68]. ...
... Finally, our study did not replicate prior studies in which teaching experience related to more extensive use of digital media in the classrooms [47,66,67]. Instead, those who had been teaching the longest were the least likely to use digital media for independence, reward, and leisure activities. ...
Teachers hold conflicting beliefs about the usefulness and role of print and digital media in the classroom. The purpose of this study was to explore teachers’ enacted beliefs (beliefs that explain classroom practice) about using print and digital media. Early childhood and elementary teachers (N = 519) from a rural U.S. state were surveyed. They similarly reported using both print and digital media in their classrooms for a variety of purposes (i.e., because of the affordances of the media and their context, benefits for student learning, the independence with children can use them, to reward students, and for leisure and collaborative activities). Teachers at both levels held stronger enacted beliefs about print than digital media in all domains except rewarding students (for which digital was higher), but differences were sometimes small in size. The most consistent predictor of enacted beliefs for using digital media was professional development, although it did not predict usage for learning purposes. This suggests that greater professional development could be important for supporting teachers in deciding what, when, why, and how to integrate digital media into their classroom to suit a variety of other purposes such as promoting independence or fostering collaboration.
... However, this does not mean teachers' beliefs and confidence in successful technology integration are not crucial (Alvarado, 2020;Peng et al., 2023;Russell et al., 2003). Alvarado et al. (2020) and Omar et al. (2020) found that teachers' beliefs significantly impact the use of digital technologies. ...
... Moreover, most instructors surveyed expressed confidence in effectively integrating AI technology into their teaching practices. This positive attitude and confidence have a positive impact on technology integration, as Alvarado (2020), Peng et al. (2023), and Russell et al. (2003) stated. However, despite their positive attitudes and confidence, most of the respondents had concerns about the negative impacts of AI technology on learners, which were similar to those found in previous research, such as the issues of academic integrity (Stokel-Walker, 2022;Strzelecki, 2023;Sullivan et al., 2023;Yan, 2023;Yu, 2023), difficulties in ensuring fair and accurate assessment (AlAfnan et al., 2023;Cotton et al., 2023;Moqbel & Al-Kadi, 2023;Nguyen, 2024;Sok & Heng, 2023), potentially biased and misleading information (Halaweh, 2023;Hartmann et al., 2023;Sabzalieva & Valentini, 2023), academic laziness (Farrokhnia et al., 2023;Kasneci et al., 2023;Rasul et al., 2023;Yan, 2023), and the like. ...
This study seeks to fill a gap in the literature concerning the extrinsic barriers that affect the integration of artificial intelligence (AI) technologies, such as ChatGPT, within the educational sphere. While previous studies have predominantly focused on intrinsic factors like teachers’ attitudes and beliefs, as well as the general benefits and drawbacks of AI in education, there has been limited investigation into how external obstacles, such as large class sizes, insufficient resources, slow internet connections, and outdated technology, affect this integration. The importance of this study lies in its assessment of whether these extrinsic barriers contribute to teachers' resistance to embracing AI technology. This study employs a quantitative method to explore this issue, using a questionnaire administered to thirteen (n=13) EFL instructors from the Department of English at Ibn Khaldoun University of Tiaret, Algeria. The results derived from this study reveal that while participants recognised AI's potential to improve student learning and expressed confidence in its integration, they also identified extrinsic barriers such as technical complexity, inadequate training, limited resources, and large class sizes as critical factors contributing to their resistance to incorporating AI tools into their teaching practices. This research emphasises the necessity of addressing these external barriers to better align technological innovations with teachers' needs and readiness, thereby enhancing the effective integration of AI in education.
... In contrast, other researchers provide evidence for differences in teachers' attitudes towards ICT use based on their teaching experience (Adams, 2002;Buabeng-Andoh & Totimeh, 2012;Zyad, 2016); however, these differences are found to be inconsistent as well. For instance, according to Buabeng-Andoh and Totimeh (2012) and Russell et al. (2003), teachers with more teaching experience tend to have more behavioral intentions to use ICT to support their teaching, while Inan and Lowther (2010) and Baek et al. (2008) claimed that the more years of teaching experience instructors have, the less willing they are to utilize ICT in their classroom instruction. Researchers have addressed the reasons for these discrepancies in their studies. ...
... Researchers have addressed the reasons for these discrepancies in their studies. Specifically, to explain the greater willingness to use ICT among more experienced teachers, the researchers attributed two possible reasons (Russell et al., 2003). Firstly, newer teachers seem to be more accustomed to using technology in general but lack experience in integrating it into classroom teaching. ...
One of the main goals set by the Vietnamese Ministry of Education and Training (MOET) for the 2022-2025 period is to extensively revamp Vietnam’s educational system in a way that teaching and learning in a digital environment plays a fundamental role in daily classroom activities. The present study aims to pilot the instrument developed by Christensen and Knezek (2009) to measure teachers’ attitudes towards computers and to examine EFL teachers’ attitudes toward ICT use at primary schools in Vietnam. To achieve the aims of the research, 202 EFL teachers were randomly recruited to complete the 73-item questionnaire. Cronbach’s alpha coefficients were calculated to examine the reliability of the instrument. In addition, several further analyses were conducted to explore teachers’ attitudes towards ICT use in EFL teaching. The findings suggest that the instrument is adequate, reliable, and valid, and that EFL teachers revealed strong interest, low anxiety, low avoidance, and high awareness of the usefulness of ICT use in teaching as well as its role in young learners’ language development. The results showed that teaching experience and job status impact EFL teachers’ attitudes towards ICT use while age and school locations do not. Future research is encouraged to clarify teachers’ neutral attitudes towards online interaction as well as their ignorance regarding the negative impacts of ICT use.
... Many teachers who have remained in the service for a long time have acquired a wealth of experience in teaching and are competent at using technology to enhance their teaching methods. It was determined by Ayanwale et al. (2023); Russell et al. (2013) that teachers with less experience but who were highly proficient with technology did not incorporate technology into their lessons. Teachers with less experience may focus on how to use technologies rather than how to integrate them into their classes, according to the researchers. ...
... Those who have been in the profession for a long time have acquired extensive teaching experience and are proficient in using technology to improve their teaching. The study findings, however, contradict Russell et al. (2013)'s contention that teachers with less experience but high technology proficiency did not incorporate technology into their lessons. A teacher who is less experienced may focus on using technology rather than integrating it into the classroom. ...
Teachers in secondary schools were studied to determine their readiness to adopt fourth industrial revolution (4IR) technologies to enhance their teaching practices and student learning. Through Industry 4.0, technologies are also becoming available as products for education, transforming the rules and norms of education. Secondary school mathematics teachers in Nigeria must prepare themselves to embrace digital skills so that they will be ready for new teaching and learning processes that are being introduced by these new digital tools. In this study, a cross-sectional quantitative approach was used. The data were collected using a self-developed instrument with a content validity index of 0.96 and a MacDonald Omega reliability index of 0.84. A purposive sampling technique was used to select 211 mathematics teachers in three Lagos State education districts. Analyses of the obtained data were performed using descriptive statistics and ANOVA at a significance level of 0.05. Results indicate that mathematics teachers are ready to integrate 4IR skills and emerging technologies into their classrooms. In addition, the willingness of participants to adopt relevant 4IR skills across their years of experience was statistically significant. A new path is charted for school administrators, mathematics teachers, and stakeholders in the education sector to assist in policy design toward 4IR, thereby contributing to the existing literature on adopting emerging technologies to teach mathematics education in sub-Saharan Africa.
... Findings of the current study agree with what Kirschner and Davis' (2003) study indicates that teachers' ICT training programs should help teachers to do: (a) become competent personal users of ICT, (b) use ICT as a mindtool, (c) master a range of educational paradigms, which make use of ICT, (d) use ICT as a tool for teaching, (e) understand social aspects of ICT use in education, (f) master a range of assessment paradigms that make use of ICT, and (g) understand the policy dimension of ICT in teaching and learning. Consequently, teacher education departments should undertake the responsibility of effectively training prospective teachers to integrate ICT in teaching and learning (Dexter & Riedel, 2003;Russel et al., 2003). ...
The goal of the current study is to investigate student teachers' experiences and perceptions about the use of ICT tools in the language classroom and specifically of Neurolingo's Greek Grammar Checker during their participation in writing tasks. This goal comes as a result of the fact that they are, as future teachers, expected not only to teach pupils linguistic skills but also integrate effectively ICT in language teaching. The participants (N = 47) were undergraduate students who attend the Department of Primary Education of Patras University for the academic year 2016-2017. Questionnaires, constructed by the researchers, containing Likert type and open-ended questions were filled in by the participants after they checked authentic student text through the specific tool. Main findings suggest that student teachers are overall positive towards the role of the Greek Grammar Checker in supporting students' writing competency as well as its advantages and disadvantages for language teaching. Implications for the effective use of ICT tools generally in writing tasks are discussed.
... With the help of technologies, including iPads, tablets, laptops, and mobile phones, online education is extensively employed and acknowledged in higher education institutions (Amin et al., 2025; Online education can benefit students by shifting their focus to fundamental knowledge and allowing them to participate in collective learning events (Abu Previous studies also indicate that online technology must be combined well with educational materials and instructions. Similarly, Chen (2010) agrees with Russell et al. (2003) that teachers may apply ICT to increase the efficiency of regular duties such as planning and delivering classes, preserving pupil records, and interacting with guardians/parents (Nyamupanemunda & Deshinta, 2022;Vijayaratnam et al., 2025). Not only does the ICT combination assist pupils, but it also serves as a teacher-learning platform, allowing the possession and practice of new knowledge. ...
In response to recent shifts towards online instruction in the wake of the post- pandemic era, this study investigates the impact of personality types on ESL university lecturers' choice of instructional techniques. Specifically, it explores how personality traits influence lecturers' creativity in selecting instructional approaches during the post-pandemic era. One hundred ESL university lecturers from some Malaysian university participated in this research. A Big Five Scale (BFS) Questionnaire adapted from Costa and McCrae (1995) was used as a data collection method to measure the personality traits of extraversion/introversion. In addition, semi-structured in-depth interviews conducted via Adobe Connect online software was employed. Descriptive statistics were applied to the questionnaire data using SPSS version 21, while thematic analysis, following Braun and Clarke's (2006) procedures, was employed for the interview transcripts. The findings reveal associations between personality traits and instructional preferences. More specifically, introverted lecturers tend to use more creativity in choosing instructional techniques than extroverted lecturers. They mostly tend to use techniques related to critical thinking, such as gamification, puzzle creating, reflection-based teaching, problem-solving, questioning and answering, and debating techniques
... A plethora of studies revealed that teachers' experiences with computer technology might substantially influence their acceptance as well as use of computers in pedagogy as well as learning [45], [46]. Previous research indicates that teachers' proficiency with ICT enhances their confidence in utilizing technology in instructional practices [47] as well as attitudes toward AI in education [48]. ...
... In other words, teachers who are new to the profession and have less experience are more interested and tend to use technology more than senior teachers, and their interaction with technology increases their ITUL. Russell, Bebell, O'Dwyer, and O'Connor (2003) found that new teachers felt more comfortable using computers than experienced teachers and used computers more often in their lessons as an educational tool. IM applications are classroom teachers' most preferred applications due to their straightforward usage structure and the opportunity to communicate quickly. ...
This research has two main purposes. The first is to examine some variables that predict teachers’ technology usage levels using decision tree technique. The second aim is to reveal the relationship between the variables that influence teachers’ Information Technologies Usage Level (ITUL) and their use of Web 2.0 tools. The research was carried out with 442 participating teachers. Data collection tools are personal information form, ITUL scale (Bayraktar, 2015) and Web 2.0 tools usage frequency questionnaire in education. The data were analyzed using CHAID analysis. Research results revealed that ITUL can be explained by the variables of Technology Literacy (TNL), Technology Integration to the Course (TIL), and Communication (COM), while Social Ethics and Legal Provisions (SELP) variable have no significant effects. In addition, ITUL explained by Years in the Profession (YIP) and Computer Usage Level (CUL), while the variables of Gender and Weekly Internet Usage Time (WIUT) have no critical effects. Besides, ITUL is explained by the variables of Blog, Instant Messaging (IM) and Instructional Management Systems (IMS), while the variables of Wiki, Podcast, and Social Sharing Networks (SSN) have no critical effects.
... Έρευνες έχουν δείξει ότι και στην Πρωτοβάθμια και στη Δευτεροβάθμια Εκπαίδευση, αναγνωρίζεται από τους εκπαιδευτικούς η μεγάλη χρησιμότητα των ΤΠΕ στη διδακτική πράξη και είναι θετικοί απέναντι στην επιμόρφωση, εντούτοις όμως, είναι κριτικοί κι επιφυλακτικοί απέναντι στη συστηματική χρήση των ΤΠΕ στη διδασκαλία (Βοσνιάδου, 2001;Γραμμένος κ.ά., 2002;Jimoyiannis, 2008 ) και είναι πολύ αργοί στην προσαρμογή τους στη χρήση των ΤΠΕ μέσα στην τάξη (Jimoyiannis & Komis, 2006;Russel et al., 2003). Αν και έχει υπάρξει μια αύξηση στην πρόσβαση υπολογιστών στα σχολεία, στις περισσότερες περιπτώσεις οι εκπαιδευτικοί συνεχίζουν να χρησιμοποιούν τις ΤΠΕ με κλασικό τρόπο και όχι ως γνωστικά εργαλεία (Μικρόπουλος, 2006), κυρίως για χαμηλού επιπέδου επίσημους ακαδημαϊκούς στόχους, όπως για να παίρνουν τις πληροφορίες από το Διαδίκτυο ή για διοικητικούς λόγους, για να φτιάχνουν σχέδια μαθήματος, ή διαγωνίσματα, παρά ως εργαλείο εκμάθησης που υποστηρίζει την ενεργό μάθηση των μαθητών (OFSTED, 2004;Russell et al., 2003). Σύμφωνα με τους Jimoyiannis & Komis (2007) εμπόδιο αποτελούν οι περιορισμένες δεξιότητές τους, η έλλειψη εμπειρίας και οι στάσεις των εκπαιδευτικών απέναντι στις ΤΠΕ. ...
Το φαινόμενο του ηλεκτρονικού σχολικού εκφοβισμού αποτελεί πεδίο συστηματικής έρευνας, μιας και ολοένα αυξανόμενα κρούσματα καταγράφονται σε παγκόσμιο επίπεδο αλλά και στην ελληνική πραγματικότητα. Συγχρόνως, η αλλαγή της συμπεριφοράς των μαθητών προς ασφαλείς και υπεύθυνες συμπεριφορές στον χώρο του διαδικτύου και των κινητών μέσων επικοινωνίας αποτελεί ένα δύσκολο εγχείρημα. Το συγκεκριμένο άρθρο παρουσιάζει την εφαρμογή και αξιολόγηση ενός βιωματικού/συμμετοχικού σεναρίου διδακτικής προσέγγισης του ηλεκτρονικού σχολικού εκφοβισμού σε δύο (2) Γυμνάσια. Το διδακτικό σενάριο βασίζεται στην ανάπτυξη ενσυναίσθησης με αφορμή τη μελέτη ενός βίντεο. Το βίντεο παρουσιάζει ένα περιστατικό ηλεκτρονικού σχολικού εκφοβισμού μέσω της κινητής τηλεφωνίας και του διαδικτύου. Το σενάριο έχει ως βασικό σκοπό την υιοθέτηση στρατηγικών και στάσεων πρόληψης και αντιμετώπισης παρόμοιων φαινομένων. Για την αξιολόγηση χρησιμοποιήθηκαν ανώνυμα ερωτηματολόγια. Τα αποτελέσματα ήταν ιδιαίτερα ενθαρρυντικά για την αποτελεσματικότητα αυτού του είδους των μαθησιακών δραστηριοτήτων. Η μελέτη καταλήγει σε υποθέσεις για μελλοντική έρευνα προκειμένου να διασαφηνιστούν περαιτέρω οι στάσεις των μαθητών και να διαμορφωθούν αποτελεσματικότερες διδακτικές προσεγγίσεις.
... As such, they do not include CAD/CAM technology in their jewelry teaching curriculum. The findings of this study support research done by Russell, Bebell, O'Dwyer, and O'Connor (2003), who established that older teachers did not incorporate information and communications technology (ICT) in their teaching. ...
... This will provide opportunities for teachers to support student-centered learning. According to Russell, Bebell, O'Dwyer and O'Connor (2003), teachers should be trained on specific instructional use of technology instead of general use of computers. In addition, training should be provided on the use of ICT software other than simple word processing. ...
This study was conducted to explore teachers' skills, perceptions, and practices about the use of computer and internet technology in campus of Tikapur Municipality. Questionnaires were distributed to 52 teachers in different departments of TMC and BMC with response rate of 100%. The validity of the questionnaire was approved by a panel of experts at campus. Descriptive statistics and correlation were used to analyze the data. Of the 52 teachers, 96.2% were males and 3.8% were females. Majority of the respondents were between the ages 30-40 years. Further, teachers' perceptions in terms of using computer and internet technology were found to be positive. Finally, the study revealed inverse correlations among internet use, age, and teaching experience. The descriptive results indicated that teachers' knowledge in basic ICT applications as well as integrating computer and internet technology into teaching and learning processes was confounded to web search for information, communication and file handling. These results provide evidence that the introduction of computer and internet technology in teaching and learning has not brought any major changes in the delivery of education in campus of Tikapur Municipality. This also implies that teachers have not shifted from teacher-centered instruction to student-centered learning. From the findings of the study, it is recommended that courses such as computer-supported learning, internet and designing instructional materials should be introduced in initial teacher training programs to improve teachers' level of confidence and perceptions towards the use of ICT.
... Finally, few studies reported a positive evolution of technology acceptance with work experience [e.g., (35)], while some other studies showed that experienced and non-experienced teachers in the academic domain had similar intentions to use a technology [e.g., (36)]. Moreover, a resistance to change phenomenon (37) may occur among experienced teachers when they must include something new in their usual professional activity, particularly when it involves including a new technology with which they are unfamiliar. ...
This study aimed to investigate the acceptance of adapted physical activity (APA) by teachers and students before the use of a mobile telepresence robot (MTR), used to remotely supervise isolated older adults’ physical activity. While previous studies have shown MTR to be fairly well accepted by older adults, nothing is known about its acceptance by APA teachers themselves. However, if they did not accept it, the MTR would not be used in the end. This would be a public health issue because isolated older adults would not benefit from supervised APA, yet beneficial to their health. To this end, 334 participants answered a survey that measured different psychological variables, based on the technology acceptance model (TAM). Student’s t-tests and structural equation modeling were used for data processing. Results showed that, before use, there was not any significant difference between teachers’ and students’ acceptance of the MTR. Then, perceived usefulness for teaching APA, perceived ease of use, perceived enjoyment, and intention to use the MTR were lower than the mean of the scale, while perceived usefulness for older adults was higher than the mean of the scale. Finally, this study has validated an extended version of the TAM (including the need for competence and MTR self-efficacy), which allowed it to explain 84.3% of the variance of the students’ and APA teachers’ intention to use the MTR for teaching APA to isolated older adults. Initial obstacles to the use of the MTR seem to exist on the part of APA teachers, prior to their first use, whereas this is not the case for older adults. APA teachers’ acceptance should therefore be investigated in future studies to examine whether this trend is confirmed after the effective use of the MTR.
... Podľa Cubana (2001) však budú učitelia IKT prostriedky využívať výlučne v tom prípade, že to zlepší priebeh ich výchovno-vzdelávacieho procesu. Štúdie zaoberajúce sa touto problematikou potvrdili, že učitelia budú akceptovať moderné technológie ako pridanú hodnotu k splneniu výchovno-vzdelávacích cieľov, k motivovaniu študentov, k obohateniu a spestreniu vyučovania, ak si samy prajú využívať technológie a sú dostatočne motivovaní (Russell et al, 2003). ...
The aim of the paper is to point out the relationship between socio-demographic factors (age, gender) and the ICT use of Slovak teachers at ethnic schools in Hungary. The results of this research dealing with ICT use in relation to gender and age are inconsistent and yield findings with varying results. This paper is based on the data gathered in a survey conducted in 10 Hungarian counties between January and April 2019, using a sample of 139 teachers at ethnic schools (monolingual, bilingual, and schools teaching the ethnic language as a separate subject). We processed the obtained research results using descriptive statistics and inferential statistics methods (Pearson correlation coefficient; Mann-Whitney U test). The analyses showed that the older, 51-68-year-old generation of teachers use all the ICT resources mentioned in the questionnaire the least, compared to the other age categories. No statistically significant differences were found between any of the groups when comparing men and women. The study concludes with the finding of no relationship between educators' ICT usage rate with gender. On the contrary, it can be concluded that in relation to the rate of ICT use with the age of the educator, there are significant differences.
... Previous research has established that teachers' perceptions and beliefs correlate with teachers' choices regarding technology integration for pedagogical purposes (Ertmer 2005;Wozney et al. 2006.) In fact, Russell et al. 2003 argue that the perceived affordances of technology for educational use may be the most vital factor of technology utilization in the classroom. As a teacher's evaluation of the tool's capacity to fulfil instructional purposes grows (job relevance) the probability of the tool being used also increases (Ottenbreit-Leftwich et al. 2010). ...
Background
Despite global interest in the interface of Algorithmically-driven writing tools (ADWTs) and academic integrity, empirical data considering educators' perspectives on the challenges, benefits, and policies of ADWTs use remain scarce.
Aim
This study responds to calls for empirical investigation concerning the affordances and encumbrances of ADWTs, and their implications for academic integrity.
Methods
Using a cross-sectional survey research design, we recruited through snowball sampling 100 graduate students and faculty members representing ten disciplines. Participants completed an online survey on perceptions, practices, and policies in the utilization of ADWTs in education. The Technology Acceptance Model (TAM) helped us understand the factors influencing the acceptance and use of ADWTs.
Results
The study found that teacher respondents highly value the diverse ways ADWTs can support their educational goals (perceived usefulness). However, they must overcome their barrier threshold such as limited access to these tools (perception of external control), a perceived lack of knowledge on their use (computer self-efficacy), and concerns about ADWTs' impact on academic integrity, creativity, and more (output quality).
Conclusion
AI technologies are making headway in more educational institutions because of their proven and potential benefits for teaching, learning, assessment, and research. However, AI in education, particularly ADWTs, demands critical awareness of ethical protocols and entails collaboration and empowerment of all stakeholders by introducing innovations that showcase human intelligence over AI or partnership with AI.
... Frameworks for understanding teachers' technology usage in the classroom Different authors have described teachers' usage of ICTs from varied perspectives. Six categories of ICT use by teachers were identified by Russell et al. (2003). These included: use of ICTs for lesson preparation, material production, students guiding, special education, email use, and also for recordings and registers. ...
YouTube has been widely considered as a pedagogical tool over the last few decades. Recent findings from research portray YouTube videos as an instructional part of learning that contributes to best practices in teaching. Much of the studies have focused on usage by teachers and students at the tertiary level without much attention given to basic school teachers. Using an exploratory qualitative case study design and the ICT Pedagogical Beliefs Classification framework, we explored teachers’ usage of YouTube as a pedagogical tool. We drew on the experiences of 18 teachers in 3 private schools in Ghana to find out how Youtube was used in instruction. Four dominant ways of usage were identified. YouTube was used as a teaching tool, a means of enhancing specific topics, a means of learning new and varied ways of teaching, and as a means of developing teachers’ professional competence. Findings showed that whilst some of the ways of usage align with constructivist methods of teaching others still fall within traditional and teacher centred approaches to teaching. We argue that for teachers to enact meaningful pedagogies with technology through a more student-centred model, their knowledge and skills need to be developed alongside the reshaping of their motives and reasons and subsequently the ways in which they use technology for teaching. We recommend the planning and reinforcement of innovative instructional design of technological integration for teachers through informed policy and the use of training interventions to build new skills geared towards constructive and creative teaching suited to developing a net generation of students.
... A potential reason for this is that institutional CS courses focus on digital literacy skills rather than on how to integrate CS with classroom instruction (Russell et al., 2003), thereby providing few opportunities to incorporate different activities into specific content areas (DiBella et al., 2015;Yadav et al., 2014). Giannakos et al. (2015) reported that inservice teachers in their study with very good pedagogical and CK of their subject (algorithms) claimed they were less capable of transforming and effectively applying their knowledge to teaching. ...
... While allocating technology-related tasks based on demographic variances may be unfair or unreasonable, providing additional psychological and technical support for the groups of teachers with greater needs is appropriate and acceptable. This support can help them build positive beliefs and attitudes toward technology use, strongly indicating their eventual use and efficiency (Russell et al., 2003). Providing targeted training and professional development opportunities for these teachers can improve their technical proficiency and reduce their Technostress. ...
The COVID-19 pandemic has led to a global shift toward online education, which has increased the use of technology for communication, management, and remote teaching. This study aimed to investigate how primary school teachers in China used technology during the Pandemic and to what extent they experienced Technostress, as well as the impact of Technostress on work–family conflicts and technology-induced health issues. A survey was conducted among 1,172 primary school teachers, and the results revealed that teachers exhibited a moderate to a high level of Technostress during the Pandemic, with differences observed in gender, age, and headteacher duties. Furthermore, Technostress was positively correlated with work–family conflicts and technology-induced health issues. Technology use intensity was found to directly impact work–family conflicts and personal health and indirectly impact them via the agency effects of Technostress. School support moderated the indirect relationship between technology use intensity and work–family conflicts and health issues, with higher levels of school support leading to less apparent impacts of technology intensity on work–family conflicts and personal health via the agency effect of Technostress. These findings provide timely insights for post-pandemic teacher training and technology management and suggest the importance of school support in promoting sustainable educational development.
... The findings of this study were supported by Oladele et al. (2023), who reported that teachers with more experience use technology in the classroom more occasionally than those with lesser experience. According to Russell et al. (2003), it was stated that teachers with less experience but high technology proficiency did not incorporate technology into their lessons. A teacher with little experience teaching mathematics may focus on using technology rather than integrating it into the classroom. ...
With the increase of computers in assessment delivery today, adaptive testing has
become quite popular, mainly when students must be grouped into pass or fail. The
study investigated the status and experience of mathematics teachers' perception of
integrating Computer Adaptive Testing (CAT) into Unified Tertiary Matriculation
Examination (UTME) mathematics. A descriptive survey design was adopted for the
study. The population consisted of all public and private secondary school
mathematics teachers in Oyo State, Nigeria. A total of 310 mathematics teachers
were purposively selected from three senatorial districts in Oyo State, Nigeria. A
self-developed Computer Adaptive Testing Questionnaire showed a content validity
index of 0.92 and McDonald omega of 0.76. Data were analyzed using descriptive
and ANOVA at 0.05 significant level. Results revealed no statistically significant
difference between mathematics teachers' status and their perception of the
integration of CAT into UTME mathematics. To ensure an unbiased, valid, and
reliable examination, it was determined that CAT should be integrated into UTME
mathematics.
... When the studies on the level of use of educational technologies and the tendency to create a communication culture of teachers and teacher candidates are examined, it is seen that there are studies in parallel with the results of this research. Russell et al. (2003) stated in their research that teachers' and pre-service teachers' attitudes and beliefs toward technology directly affect their effectiveness in using technology in education. Al-Zaidiyeen et al. (2010) similarly stated in their research that the use of educational technologies by teachers and teacher candidates is one of the important predictors of success in education. ...
The purpose of this research is to get the opinions of teacher candidates to train future primary school teachers to create a communication culture through educational technologies. This study was created with the qualitative research method. The study group of the research consists of 40 teacher candidates studying in the primary school teaching department at various universities in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result, while the majority of primary school teacher candidates found themselves sufficient in using technology, they found themselves moderately competent in using educational technologies. Primary school teacher candidates stated that programs related to both educational technologies and creating a communication culture should be developed in universities. It is necessary to implement the suggestions of pre-service teachers on improving the communication culture and to organize the education given at universities in this direction. Keywords: Communication culture; educational technologies; primary school; teacher candidates.
... Technology in education is opening up new doors; the use of computer-based technologies by teachers and students has increased sharply during the past decade (Russell, Bebell, O'Dwyer, & O'Connor, 2003). In learning and teaching, technology should be utilized as a process rather than an isolated, discrete activity (Shahneaz, Akhter, & Yasmin, 2014). ...
The practice of English language teaching has dramatically changed with the existence of Internet-based learning platforms. The educational technology provides EFL students with a variety of language learning materials that can be accessed at any time and anywhere. These phenomena might threaten the teacher's existence. Thus, this study aims to figure out whether or not EFL teachers’ roles can be replaced by technology and to explore what qualities they should possess and maintain to prevent them from redundancy due to the domination of mobile-based language learning applications. A mix-method design was utilized to obtain the quantitative data through an online survey and qualitative data through an open-ended question. 199 EFL learners participated in the online survey, which consisted of a yes/no question on whether teachers could be replaced by mobile apps and an open-ended question to record the reasons. The findings showed that 132 students (66.3%) thought that teachers could not be replaced by mobile technology; meanwhile, around one-third of the respondents, 67 students (33.7%) had the opposing thought. The students still require human interaction, a sense of emotion, and delivery over the mobile tech features that could provide availability, flexibility, and practicality. It is highly recommended that English teachers maintain their humane qualities while keep adapting to technology to save themselves from redundancy.
... Another survey of almost 3,000 teachers in 22 school districts in Massachusetts in the US found that prospective teachers reported more comfort with technologies, including the devices, but they used fewer of them than practicing teachers when they had opportunities to teach (Russell et al., 2003). However, both prospective and practicing teachers were more likely to use technology for communication and lesson preparation, rather than for designing technologically based learning experiences in this study. ...
... Department of Education, 2010). By most measures, the quality and availability of educational technology in schools, along with the technological literacy of teachers and students, have increased significantly in the past decade (Thomas, & Lewis, 2010;Nagel, 2010;Russell, Bebell, O'Dwyer, & O'Connor, 2003). In addition, educators are generally committed to technology use. ...
Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by indicating knowledge, skills, and values to be taught to students. If people must learn or be taught at distance, then human and materials needed should be able to appeal to learners from a distance. One wonders how this could be possible without application of technologies and prominent among these is the information communication technology. There is need for technology integration which is the effective implementation of educational technology to accomplish intended learning outcomes. Educational technology is considered to be any tool, piece of equipment, or device; electronic or mechanical that can be used to help students accomplish specified learning goals. The goal of personalizing instruction usually means rejecting the "one size fits all" model of education and replacing it with customized instruction. The idea of personalized or differentiated instruction is not new but the potential for technology to facilitate differentiation is appealing to many educators more in recent time. Future efforts to improve instruction and learning using educational technologies will still need to focus on providing students and teachers with easy access to new technologies and educational resources. However, pedagogically sound best practices will need to be established, and professional development will need to focus more on using technology to improve learning-not just on changing teachers' attitudes and abilities in general. Substantial systemic changes will likely need to be made in educational systems, administration, and resources in order to support teachers in making these types of transformations.
... En muchos casos utilizando recursos tecnológicos que se usan en un contexto social o en la educación no formal, pudiendo comprobarse así, que efectivamente pueden aplicarse perfectamente a la educación formal. Esta situación pone de manifiesto aquello que autores, como Russell et al. (2003), Martín-Laborda (2005), Sutton (2013) y Mañas-Pérez y Roig-Vila (2019), entre otros, han afirmado desde hace tiempo: la educación formal no puede quedarse al margen del uso educativo de recursos tecnológicos que se emplean fuera de ella. ...
... En muchos casos utilizando recursos tecnológicos que se usan en un contexto social o en la educación no formal, pudiendo comprobarse así, que efectivamente pueden aplicarse perfectamente a la educación formal. Esta situación pone de manifiesto aquello que autores, como Russell et al. (2003), Martín-Laborda (2005), Sutton (2013) y Mañas-Pérez y Roig-Vila (2019), entre otros, han afirmado desde hace tiempo: la educación formal no puede quedarse al margen del uso educativo de recursos tecnológicos que se emplean fuera de ella. ...
Resumen Tras el enorme y repentino cambio en la metodología de enseñanza-aprendizaje en la Universidad que generó la pandemia, creímos necesario estudiar la perspectiva del alumnado sobre esta experiencia. Realizamos un sondeo exploratorio desde un enfoque cualitativo, siguiendo una lógica inductiva de construcción de categorías a partir de los datos, con una muestra de 67 estudiantes. Categorías: ámbito personal, posicionamiento respecto a la institución, al profesorado y sobre las TIC. Para dicho análisis, usamos el programa Atlas.ti (Versión 8.4). Como conclusión, para mejorar situaciones semejantes, se hace imprescindible incluir acompañamiento y apoyo emocional, además de reforzar sus recursos y competencias tecnológicas. Abstract After the huge and sudden change in the teaching-learning methodology at the University that the pandemic generated, we thought it necessary to study the perspective of the students on this experience. We carried out an exploratory survey from a qualitative approach, following an inductive logic of construction of categories from the data, with a sample of 67 students. Categories: personal sphere, positioning with respect to the institution, the teaching staff and ICT. For such analysis, we used the software Atlas.ti (Version 8.4). In conclusion, to improve similar situations, it is essential to include accompaniment and emotional support, in addition to reinforcing their resources and technological skills.
... Technology in education is opening up new doors; the use of computer-based technologies by teachers and students has increased sharply during the past decade (Russell, Bebell, O'Dwyer, & O'Connor, 2003). In learning and teaching, technology should be utilized as a process rather than an isolated, discrete activity (Shahneaz, Akhter, & Yasmin, 2014). ...
The practice of English language teaching has dramatically changed with the existence of Internet-based learning platforms. The educational technology provides EFL students with a variety of language learning materials that can be accessed at any time and anywhere. These phenomena might threaten the teacher's existence. Thus, this study aims to figure out whether or not EFL teachers’ roles can be replaced by technology and to explore what qualities they should possess and maintain to prevent them from redundancy due to the domination of mobile-based language learning applications. A mix-method design was utilized to obtain the quantitative data through an online survey and qualitative data through an open-ended question. 199 EFL learners participated in the online survey, which consisted of a yes/no question on whether teachers could be replaced by mobile apps and an open-ended question to record the reasons. The findings showed that 132 students (66.3%) thought that teachers could not be replaced by mobile technology; meanwhile, around one-third of the respondents, 67 students (33.7%) had the opposing thought. The students still require human interaction, a sense of emotion, and delivery over the mobile tech features that could provide availability, flexibility, and practicality. It is highly recommended that English teachers maintain their humane qualities while keep adapting to technology to save themselves from redundancy.
... The recent studies show that teachers use computers frequently for making preparations. However, they use computers only once or twice a year for instructional purposes (Russell, Bebell, O'Dwyer, & O'Connor, 2003). Teacher should use technology for educational purposes more to provide diverse resources with high quality for student. ...
This study determines Turkish in-service teachers’ perceptions of their technological competence in learning and teaching process. In the study, case study method was employed. The participants of the study consisted of 23 in-service teachers working in Turkey during 2019-2020 academic year. The questionnaire technique was used in obtaining the data. For this purpose, six open-ended questions were prepared. In the analysis of the data, content analysis was employed. The findings of the study showed that most of the teachers use technology in preparing the course content and presenting it to the students, for in-class and out-of class activities. It was also obtained that most of the teachers feel inadequate in using technology in education. Lastly, teachers indicated that online systems used during pandemic process enabled the continuity of education, provided opportunity for teachers to improve themselves, increased family support and provided flexibility.
... Aunque el acceso a las TIC en los hogares ha crecido rápidamente, tanto para los alumnos como para los profesores, y la infraestructura de las TIC en los centros educativos ha mejorado sustancialmente en los últimos años, los profesores no parecen hacer un uso eficaz de las herramientas TIC en su enseñanza (Russell et al., 2003;Waite, 2004). Parece que sus actitudes y su nivel de conocimientos siguen siendo un obstáculo para que adopten y utilicen eficazmente las TIC (Dexter et al., 1999;Lang, 2000;Pelgrum, 2001). ...
Las Tecnologías de la Información y la Comunicación (TIC) han experimentado un crecimiento abrumador a partir de la declaratoria de pandemia y el cierre forzado de las instituciones de educación en el mundo. El presente artículo se interesa en la problemática de las TIC respecto a la educación en América Latina, centrándose en la desigualdad de género, el nivel de capacitación de los docentes, así como el acceso a internet; para este propósito se empleó un enfoque metodológico de carácter cualitativo no experimental dado que se realizó un análisis empírico (inductivo). Se encontró que la brecha digital de género todavía es un factor recurrente, que limita y condiciona no solo la educación sino el futuro laboral de las mujeres, también se pudo destacar que la capacitación de los docentes todavía necesita abordarse desde otras perspectivas dado el carácter exógeno de las TIC en la educación. Finalmente se evidencia la dificultad del acceso a internet en la región, y que invita a pensar en estrategias que permitan superar estas desigualdades y problemáticas.
... (Fathema & Sutton, 2013;Panda & Mishra, 2007). Specific issues identified by faculty as barriers include: suitability of design in screen and system, easiness of course procedure, interoperability of the system, test, learner control, variety of communication and test types and user accessibility (Fathema & Sutton, 2013;Panda & Mishra, 2007;Pituch & Lee, 2006;Russell, Bebell, O'Dwyer, & O'Connor, 2003;and Weaver, Spratt & Nair, 2008). ...
Η παρούσα μελέτη εστιάζει στην διερεύνηση των καινοτομιών που εφαρμόζονται, τόσο σε διεθνές όσο και σε εθνικό επίπεδο στην εκπαίδευση, με σκοπό την επικαιροποίηση και τη βελτίωση των διδακτικών πρακτικών της εξ Αποστάσεως Διδασκαλίας, και την εισαγωγή εκπαιδευτικών εργαλείων Τεχνητής Νοημοσύνης (ΤΝ) για τη διευκόλυνση της εξατομίκευσης της διδασκαλίας.
Αρχικά, μελετάται σε θεωρητικό πλαίσιο η έννοια της ΤΝ και πραγματοποιείται αναδρομή στα στάδια και τα χαρακτηριστικά της, από την δημιουργία της έως και σήμερα. Στη συνέχεια, γίνεται η εννοιολογική προσέγγιση της Εξ Αποστάσεως Εκπαίδευσης (εξΑΕ) και αναλύεται ο τρόπος και ο βαθμός αλληλεπίδρασής της με τον τομέα της εξατομικευμένης μάθησης. Ακολούθως, παρουσιάζονται εκπαιδευτικά εργαλεία που αξιοποιούν τεχνολογίες ΤΝ, όπως τα chatbots και τα avatars, ενώ εξετάζονται πιο αναλυτικά τα εκπαιδευτικά εργαλεία που λειτουργούν αξιοποιώντας τεχνολογίες ΤΝ.
Επιπλέον, παρατίθενται βασικές έννοιες σχετικά με τις σύγχρονες παιδαγωγικές
προσεγγίσεις, με έμφαση στις δεξιότητες του 21ου αιώνα, στις ήπιες δεξιότητες και στα μαθησιακά στυλ. Παράλληλα προστίθεται και η παιχνιδοποίηση της μάθησης ως μέσο και εργαλείο εξατομίκευσης της διδακτικής διαδικασίας και ως εργαλείο αξιοποίησης της ΤΝ για εκπαιδευτικούς σκοπούς.
Έχοντας πλέον αναλύσει τις παιδαγωγικές πρακτικές και τους στόχους που έχουν διερευνηθεί σε διεθνές επίπεδο, γίνεται μια εστιασμένη προσέγγιση στο ελληνικό εκπαιδευτικό σύστημα. Σε αυτό το στάδιο μελετώνται οι δράσεις και οι επιμορφώσεις που υλοποιούνται με σκοπό τον εκσυγχρονισμό των σχολείων και των δεξιοτήτων του εκπαιδευτικού προσωπικού, καθώς και ο βαθμός αποδοχής ή απόρριψης της εισαγωγής διδακτικών εργαλείων ΤΝ στην εκπαίδευση.
Έπειτα, εξετάζονται οι ορθές πρακτικές που προτείνονται, τόσο στην ελληνική, όσο και στην παγκόσμια βιβλιογραφία, σχετικά με την βέλτιστη και ηθικώς σωστή μέθοδο αξιοποίησης εργαλείων ΤΝ από εκπαιδευτικούς και εκπαιδευόμενους, με σχολιασμό των πλεονεκτημάτων αλλά και των προβληματισμών σχετικά με την ΤΝ.
Στην συνέχεια, γίνεται διερεύνηση της τρέχουσας κατάστασης, των εμπειριών, και των απόψεων καθηγητών, ανεξαρτήτως κλάδου, που εργάζονται σε σχολεία της Δευτεροβάθμιας Εκπαίδευσης. Στόχος αυτού είναι να αποτυπωθεί το επίπεδο γνώσεων και εξοικείωσής τους με την ΤΝ, οι απόψεις και οι προβληματισμοί τους, όπως επίσης η διαμόρφωση μιας πιο ολιστικής εικόνας για την τρέχουσα υλικοτεχνική στελέχωση των σχολείων, ώστε να γίνει εκτίμηση εάν η χρήση εργαλείων ΤΝ να είναι εφικτή.
Τέλος, γίνεται μια αξιολόγηση των ανωτέρω και εξετάζονται οι προοπτικές ενσωμάτωσης καινοτομιών ΤΝ στην εκπαιδευτική πράξη. Η παρούσα έρευνα προσφέρει κατανόηση της τρέχουσας κατάστασης στο Ελληνικό Εκπαιδευτικό Σύστημα, εστιάζοντας στην Δευτεροβάθμια Εκπαίδευση, και διερευνά τόσο τα θετικά, όσο και τα αρνητικά της
εισαγωγής καινοτομιών ΤΝ στα σχολεία. Επιπλέον, μελετά την στάση και την ετοιμότητα των εκπαιδευτικών και των εκπαιδευτικών ιδρυμάτων να υποδεχθούν εκπαιδευτικά μέσα
που αξιοποιούν τεχνολογίες ΤΝ στη διδασκαλία.
The rapid use of technology in the 21st
century has resulted in
changes in the education system throughout the world. This has also
impacted changes in governance and the education system in
Indonesia. Ready or not, like it or not, Indonesia has to improve in order
to adapt to the times that sig nificantly advance the virtual world. Apart
from this phenomenon, the massive use of digital technology has an
impact on all subjects taught at all levels of education. Language
learning subjects are one of the subjects that are directly affected by
the us e of digitalization in this learning.
Once upon a time, when we still knew cardboard, markers,
stationery/study tools, etc., the use of portfolios to assess children in
tests or examinations was common, but now the use of these tools has
been abandoned by many educational circles, especially in big cities. In
developing and succeeding in education, teaching, and learning in
schools, digital platforms are chosen as the leading means and media
for learning. This was also supported when Covid 19 hit Indonesia as a
whole and paralyzed all learning and teaching activities in the
motherland. Until now, after the Covid 19 period has passed, lecturers,
teachers, students, and education activists are still using digital
platforms in learning activities.
This study investigates the perceptions of pre-service teachers on the role of technology courses in their current teacher training program/curriculum, as well as the extent to which they feel prepared on their ability to integrate technology into their classrooms. A semi-structured interview was conducted with 8 pre-service senior students. In addition, an online questionnaire was sent to 40 pre-service senior students of Suleyman Demirel University. A 5 point Likert Scale questionnaire with 29 items was used. Overall, the findings revealed that pre-service teachers have a strong positive attitude toward technology and high confidence in their competency in using technology. It must be borne in mind that the study was conducted with a small sample group of participants in one particular university. Therefore, further research is needed with an extended size of the sample as well as to expand the field of study.
During the past decade, WebQuests have been widely used by teachers to integrate technology into teaching and learning. Recently, teacher educators have applied the WebQuest model with history preservice teachers in order to develop technology integration skills akin to those used in everyday schools. Scaffolding, used to support the gradual acquisition of knowledge and skills, may help history preservice teachers to better understand the underlying assumptions and assess the feasibility of WebQuests for their teaching. This research was conducted in order to investigate the integration of WebQuests in the education of history Preservice teachers using the document data mining research method, for this reason, it was classified as analytical descriptive research. Based on a review of existing WebQuest and scaffolding research in history curriculum, this article presented guidance for scaffolding preservice teachers’WebQuest designs, and identified challenges for future implementation. The results indicated that While considerable research has been conducted on teacher WebQuest design, and the growth of WebQuests in teacher education is indisputable, further study is needed to identify both where existing research adequately informs practice as well as where unique needs must be addressed. Empirical research on these and related issues should provide valuable evidence to guide both researchers and teacher educators in better preparing preservice teachers to design as well as integrate WebQuests in their classroom teaching and learning activities.
During the past decade, WebQuests have been widely used by teachers to integrate technology into teaching and learning. Recently, teacher educators have applied the WebQuest model with history preservice teachers in order to develop technology integration skills akin to those used in everyday schools. Scaffolding, used to support the gradual acquisition of knowledge and skills, may help history preservice teachers to better understand the underlying assumptions and assess the feasibility of WebQuests for their teaching. This research was conducted in order to investigate the integration of WebQuests in the education of history Preservice teachers using the document data mining research method, for this reason, it was classified as analytical descriptive research. Based on a review of existing WebQuest and scaffolding research in history curriculum, this article presented guidance for scaffolding preservice teachers'WebQuest designs, and identified challenges for future implementation. The results indicated that While considerable research has been conducted on teacher WebQuest design, and the growth of WebQuests in teacher education is indisputable, further study is needed to identify both where existing research adequately informs practice as well as where unique needs must be addressed. Empirical research on these and related issues should provide valuable evidence to guide both researchers and teacher educators in better preparing preservice teachers to design as well as integrate WebQuests in their classroom teaching and learning activities.
This study explored the levels of digital competence and digital anxiety among 25 teachers and 40 students in a Thai university, examining their relationship and impact on digital identities and the quality of online English language education. Guided by Complexity Theory, a mixed-methods approach was adopted, combining quantitative questionnaires with qualitative semi-structured interviews and focus-group discussions. Results indicated significant differences in digital competence and anxiety across generational and academic groups. Younger teachers and senior students showed higher digital competence and lower digital anxiety. Additionally, a significant negative correlation between digital competence and anxiety was observed, suggesting that higher digital competence reduces anxiety. Thematic analysis further revealed that higher digital competence promotes cohesive and confident digital identities, while higher anxiety contributed to fragmented identities. These findings emphasize the importance of enhancing digital literacy and providing psychological support to improve educational outcomes. The study advocates for comprehensive digital literacy programs tailored to different generational and academic groups. Future research should involve larger, more diverse samples, consider additional variables, and explore strategies to enhance digital competence and reduce anxiety. This research offers insights into the complex interplay between digital competence, anxiety, and identity in educational contexts.
Using computer simulations in science education can facilitate the achievement of several educational objectives, including a thorough grasp of scientific concepts and an understanding of the scientific method. This research aimed to evaluate the extent of rural science educators’ technology integration self-efficacy when using simulations in teaching. The research was guided by Bandura’s (1986) social cognitive theory and focused on four key influencers of self-efficacy in educators: enactive mastery experience, vicarious experience, verbal persuasion, and affective state. The study’s demographic was all science educators in a rural district, with participants selected through convenience sampling. The survey instrument’s reliability and validity were established through exploratory and confirmatory factor analyses. The outcomes indicated that the science educators possessed a high level of self-efficacy in integrating technology through simulations, with no notable differences based on gender or education level. There was a statistically significant effect of teaching experience and school socioeconomic factors on the educators’ technology integration self-efficacy.
Teachers' Training for Digital Age
The availability of digital resources has increased dramatically in school setting. The main objective of the study is to find out the use of digital resources in the science classrooms and its pedagogical impact on school-level science teaching and learning. The study followed descriptive design. For the study, 12 secondary (community-6, institutional-6) among 17 secondary schools that run Class 11 and 12 in science stream were randomly selected. All science teacher including lab instructors were the participants of the study. Observation forms and questionnaires were used as research tool. Percentage and Spearman’s correlation test were performed by using SPSS version 20. The results showed that digital resources were generally available in the classrooms but were not widely used. Furthermore, the science teachers who had excellent knowledge regarding digital resources and abilities had better performance than those with less knowledge and skill regarding digital resources as they work less aware of pedagogical implications of digital resources. Science teaching impacts were found to be significantly influenced by teachers’ age, experience, information communication and technology certifications, and teaching strategies. In the end, it was discovered that competencies of digital resources directly improved science teaching and learning results, enabling a paradigm shift away from conventional teaching techniques.
Geliş: 25.01.2023 Araştırmada, öğretmenlerin mesleki adanmışlık düzeyleri ile teknoloji entegrasyonuna yönelik özyeterlik algıları arasındaki ilişki ortaya konulmaya çalışılmıştır. Batı Karadeniz Bölgesinde yer alan bir ilde devlete bağlı okullarda görev yapan öğretmenlerle yürütülen çalışma 192 kişi ile gerçekleştirilmiştir. Veriler 2021-2022 eğitim öğretim yılında çevrimiçi olarak elde toplanmıştır. Verilerin toplanmasında iki adet ölçme aracı kullanılmıştır. Betimsel nitelikli araştırmada ilişkisel ve nedensel tarama modelleri kullanılmıştır. Araştırma sonucunda, mesleki adanmışlık düzeyleri ile cinsiyet, mesleki kıdem ve öğretim kademesi değişkenleri arasında anlamlı farka rastlanılmamıştır. Öğretmenlerin teknoloji entegrasyonuna yönelik özyeterlik algıları ile cinsiyet değişkeni arasında erkek öğretmenlerin lehine anlamlı farka rastlanmıştır. Öğretmenlerin teknoloji entegrasyonuna yönelik özyeterlik algıları ile mesleki kıdem değişkeni arasında anlamlı farka rastlanmıştır. Bu fark, 16-20 arası mesleki kıdeme sahip öğretmenlerin özyeterlikleri, 6-10 yıl ile 21 yıl ve üzeri mesleki kıdeme sahip öğretmenlerden daha yüksektir. Öğretmenlerin teknoloji entegrasyonuna yönelik özyeterlik algıları ile öğretim kademesi değişkeni arasında anlamlı fark bulunmuştur. Bu farka göre ortaokullarda görev yapan öğretmenlerin özyeterlik algıları liselerde görev yapan öğretmenlere göre daha yüksektir. Araştırmada elde edilen diğer bir bulgu ise öğretmenlerin mesleki adanmışlık düzeyleri ile teknoloji entegrasyonuna yönelik özyeterlik algıları arasında pozitif yönlü orta düzey bir ilişki olduğu sonucuna ulaşılmıştır. Article Information ABSTRACT Submission: 25.01.2023 This study sought to investigate the relationship between teachers' levels of professional commitment and their self-efficacy in integrating technology. The research included 192 teachers from public schools in a province within the Western Black Sea Region, with data collected online during the 2021-2022 academic year through two evaluation instruments. The findings revealed no significant differences in levels of professional commitment when considering variables such as gender, years of experience, or educational level taught. However, a notable difference emerged in self-efficacy regarding technology integration, with male teachers displaying higher confidence than their female counterparts. Furthermore, a significant variation was identified in teachers' self-efficacy perceptions related to technology integration based on their years of professional experience. Specifically, teachers with 16-20 years of experience exhibited higher self-efficacy than those with 6-10 years of experience and those with more than 21 years. Additionally, when comparing self-efficacy perceptions towards technology integration across different teaching levels, secondary school teachers demonstrated higher self-efficacy than high school teachers. The study also uncovered a positive, moderate correlation between teachers' professional commitment levels and their self-efficacy perceptions concerning technology integration.
The aim of the research was to determine the use of computer technologies and the status of integration into lessons during online teaching by class teachers during the COVID-19 pandemic. The research used a descriptive screening model. The study group for the research comprised 464 class teachers employed in official primary schools linked to the Ministry of National Education in Rize province. The research used two scales; the Technology Integration Self-Efficacy Scale (0.88) and the Teachers’ Information and Communication Technologies Integration Approach Scale (0.80). Data were analyzed with the t test, ANOVA and correlation test. Though there was no difference in use of technology levels of teachers, their levels of ability to integrate technology into lessons differed according to seniority. The use of computer technology by teachers and levels of ability to integrate into lessons did not differ according to receiving in-service training related to technology and educational status. Teachers’ use of technology and levels of ability to integrate into lessons differed according to the hours of lessons given using technology. As the levels of use of education technology by class teachers increased, their levels of ability to integrate computer technology into lessons also increased.
This article delves into the transformative role of virtual labs in science education, offering an in-depth analysis of their integration, impact, and future trends. Beginning with an exploration of the benefits and challenges associated with virtual labs, the article navigates through key topics, including interactive learning experiences, integration into the curriculum, overcoming implementation challenges, and real-world case studies. Insights from various countries, such as the United States, India, the United Kingdom, and Australia, shed light on the global landscape of virtual labs in school curricula. The article concludes by emphasizing the ongoing exploration, adoption, and best practices that drive the continuous evolution of science education through virtual labs.
This review research paper explores the profound implications of technology integration within teacher education programs. The primary purpose is to assess the effects of technology integration on teacher preparation, pedagogical practices, and student outcomes. By examining the existing literature, this study aims to provide a comprehensive overview of the current state of technology integration in teacher education and its potential to enhance teacher efficacy. The review reveals a
compelling body of evidence highlighting the positive impact of technology integration in teacher education programs. Key findings include enhanced teacher competencies, increased student engagement, improved classroom management skills, and the development of 21st-century teaching practices. Additionally, the paper identifies challenges and gaps in the existing literature, shedding light on areas requiring further investigation. This review research paper contributes to the field of teacher education by synthesizing and analyzing current research on technology integration. It provides a comprehensive overview of the subject while offering insights into emerging trends and challenges. The synthesis of various educational theories and methodologies
enhances the originality of this study, providing a nuanced perspective on the topic.
Mathematics teaching and learning are crucial to the future of Kenya’s knowledge economy and deserve a special focus in our education system. The objective of the study was to determine the effectiveness of using Grapes and GeoGebra on students’ learning of graphs as compared to the traditional approach. This study was guided by Technology Acceptance Model (Davis, 1989). Technology Acceptance Model (TAM) explains computer-usage behavior that relates to reasons why some people use computers and their attitudes towards them. This study adopted Solomon four group experimental research design. The respondents were selected using both stratified and simple random sampling. Data was collected through the use of students’ questionnaires, pre-test and post-test. Analysis of data was done using both descriptive and inferential statistics. For descriptive statistics, frequency tables, means and percentages were used. Anova, t-test and Multiple Regression Analysis were employed for the inferential statistics. The study found out that the students who were taught using Grapes and GeoGebra performed much better than those who were taught using the conventional method. It is recommended that ICT integration in the teaching of Mathematics should be included in the curriculum of pre-service teachers at the university level.
Article visualizations:
</p
Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and advancing equity. To support the development of such models, we conducted a professional development to explore teacher acquisition of technological, pedagogical, and content knowledge for games (TPACK-G) during a DGBL workshop series informed by culturally relevant pedagogy. This mixed methods pilot study used pre- and post-surveys and interviews to investigate shifts in teachers’ (n = 9) TPACK-G, perceptions of DGBL, and operationalizations of equity and cultural relevance. The survey findings showed increases in teachers’ TPACK-G, and corroboration between the surveys and interviews showed teachers’ expanded ideas about the range of applications of digital games in STEM education. However, the interviews revealed that teachers’ conceptualizations of equity and cultural relevance varied considerably.
The importance of the research obtained is to examine the relationship between pre-service teachers' perception of gender equality and their level of technology use in terms of some variables. A quantitative research method was adopted and a descriptive survey model was used. Three different tools were used to collect the data. The first is the demographic information form, the second is the Computer and Instructional Technologies Gender Equality Perception Scale and the third is the Information and Communication Technologies Usage Level Determination Scale. This research was applied to 288 teacher candidates studying in different departments at Necmettin Erbakan University, Ahmet Keleşoğlu Faculty of Education in the 2021-2022 academic year. Research data were analyzed with a statistical program. As a result of the statistical analyzes, it was observed that the gender equality perception status of the study group showed a significant difference according to the gender variable. However, it was observed that technology use levels did not show a significant difference according to the gender variable. It was observed that the gender equality perception status of the study group showed a significant difference according to the weighted grade point average variable. At the same time, it was observed that there was a significant difference between the scores of technology usage levels and the weighted grade point average variable. It was observed that the gender equality perception status of the study group showed a significant difference according to the variable of daily internet usage time. In addition, it has been observed that there is a significant difference between the levels of technology use and the scores they get for the variable of daily internet usage time. It was observed that the gender equality perception status of the study group did not show a significant difference according to the education level of the families. On the other hand, it was observed that there was a significant difference between the levels of technology use and the scores of the families for the education level variable. It was observed that the gender equality perception status of the study group did not differ significantly according to the socioeconomic structure of the family. At the same time, it was observed that technology use levels did not show a significant difference between the scores they received for the socioeconomic structure of the family variable.
A prática docente mostrou que os alunos do 1º ano do ensino médio apresentam
dificuldades de entender os fundamentos de atomística. Entender a essência da matéria requer que alunos tenham habilidade de abstração, maturidade essa que ainda está em desenvolvimento na idade escolar. Por esse fato, a evolução da Teoria Atômica é ensinada através de modelos que são relacionados com elementos do cotidiano do aluno, ao nível macroscópico. Com isso foram realizadas atividades extraclasses, a fim de fazer com que o ensino-aprendizagem seja mais prazeroso para os alunos. O presente artigo visou desenvolver uma oficina temática, de construção de modelos atômicos que facilite a compreensão e visualização do átomo. Os métodos utilizados na pesquisa foram: aplicação de questionário para descobrir as dificuldades dos alunos; entrevistas com o professor; oficinas de construção de modelos atômicos. É difícil entender o que não se pode ver, mas utilizando-se desta metodologia o professor provavelmente obterá sucesso, como
aconteceu neste trabalho. Os resultados foram satisfatórios por parte dos estudantes que se empenharam na construção de seus modelos, demonstrando interesse durante as pesquisas e nas oficinas, sendo que esta metodologia aprovada pelos professores como ferramenta de ensino.
Este artigo tem como objetivo analisar a aplicabilidade do jogo e a aceitação dos estudantes em relação ao jogo a partir de sua aplicação. Os materiais confeccionados e utilizados no jogo foram baseados no trabalho de Souza e Silva (2012) onde são abordados os conceitos de função orgânica (construção das cadeiras carbônicas e nomenclatura). Foram confeccionados quatro dados, divididos em: número de carbonos, tipo de ligação entre os carbonos, função orgânica e posição da instauração ou função. Os resultados obtidos após
a aplicação do jogo mostraram uma melhor aceitação dos alunos pela disciplina Química o que facilitou a compreensão do conteúdo Funções Orgânicas. Logo, conclui-se que o jogo contribuiu significativamente com a aula sendo uma excelente alternativa como ferramenta auxiliar na compreensão de conceitos no ensino de Química.
As access to computer-based technology in schools and classrooms increases, greater emphasis has been placed on preparing teachers to use technology for instructional purposes. Survey data collected from 2,894 teachers in 22 Massachusetts districts were analyzed to examine the extent to which technology is used in and out of the classroom for instructional purposes. In addition to defining six specific categories of instructional use of technology, this study provides evidence that teachers generally use technology more for preparation and communication than for delivering instruction or assigning learning activities that require the use of technology. Important differences, however, were found among teachers who were new to the field compared with their more experienced colleagues. Although new teachers reported higher levels of comfort with technology and use it more for preparation, more experienced teachers report using technology more often in the classroom when delivering instruction or having students engage in learning activities.