Student Teachers’ Perception of the VBL System to Enhance Technology Integration Competencies

2012 ◽  
pp. 135-149
Author(s):  
Ya-Fung Chang ◽  
Yi-Chin Chen ◽  
Chia-Ling Hsu
Keyword(s):  
Technology Integration ◽  
Student Teachers

scholarly journals The effect of training in active inspire program on teachers’ perceived self-efficacy and their technology performance

2016 ◽  
Vol 8 (3) ◽  
pp. 294
Author(s):  
Badrie Mohammad Nour ELDaou
Keyword(s):  
Technology Integration ◽  
Student Teachers ◽  
Science Teachers ◽  
Computer Technology ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Perceived Usefulness ◽  
Future Research ◽  
Self Actualization ◽  
Service Training

  The current study explores the relationship between the perceived Teacher’s Self-efficacy on Robert Reasoners’ scale (RRSES) of 60 post-training science teachers and 12 mixed-major teachers and their computer performance grades after their third practice of teaching training in Activeinspire program. To collect data on Self-evaluation, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which the student teachers used to rate their Self-efficacy. Using pre/post measurements of teachers’ attitudes with using computer technology, using open and closed ended questionnaires and The Computer Technology Integration Survey (CTIS) in 2012, this study identified possible influences on self-efficacy beliefs, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration. Specifically, this study found that Perceived positive attitude with computer technology was found to be a significant predictor of self-efficacy beliefs towards technology integration. Also, the findings of this research revealed that pre-service teachers earned high computer technology scores. Moreover, it revealed a higher correlation between RRSES subscales scores than between the technology and RRSES scores. Recommendations and future research were discussed.   Keywords: Self- esteem,  active inspire, pre-service training, perceived self –efficacy, computer, technology performance.       performance

scholarly journals Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis

2021 ◽  
Vol 11 (9) ◽  
pp. 564
Author(s):  
Piret Luik ◽  
Merle Taimalu
Keyword(s):  
Technology Integration ◽  
Path Analysis ◽  
Technology Acceptance ◽  
Student Teachers ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Knowledge ◽  
Beliefs And Attitudes

Teacher education must provide the knowledge and skills necessary for technology integration, but also influence attitudes and beliefs. Little research has been conducted on how knowledge, beliefs, and attitudes predict teachers’ intentions to use technology. The aim of this study was to identify how perceived knowledge about technology integration, and beliefs and attitudes towards using technology, impact the intention to use technology among student teachers. The sample consisted of 232 student teachers from the University of Tartu. Data were collected using a questionnaire based on elements of two different models. Validating the technology acceptance scale using a confirmatory factor analysis identified that perceived usefulness was split into two constructs: perceived usefulness for students and perceived usefulness for teachers. Path analysis, as a special type of structural equation modelling, was used to test 11 hypotheses. The results showed that both perceived ease of use and attitude to use have direct effects on intention to use. Still, perceived usefulness for teachers and perceived knowledge displayed an indirect influence. Based on these results, it is important that student teachers should be convinced that technology is easy to use in teaching.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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