Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks

2019 ◽  
pp. 1-27 ◽  
Author(s):  
Hatice Yildiz Durak
Keyword(s):  
Social Networks ◽  
Technology Integration ◽  
Self Efficacy ◽  
Technology Literacy ◽  
Attitudes Toward Technology ◽  
K 12

Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning

2022 ◽  
Vol 5 (1) ◽  
pp. 1-16
Author(s):  
Fitsum F. Abebe ◽  
Martonia Gaskill ◽  
Tommy Hansen ◽  
Xianquan Liu
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Instructional Technology ◽  
Content Knowledge ◽  
Effect Size ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Medium Effect ◽  
K 12 ◽  
Pre Service Teacher

This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2017 ◽  
pp. 1476-1504
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2016 ◽  
pp. 708-736
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2016 ◽  
pp. 964-992
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2016 ◽  
pp. 277-304 ◽  
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

scholarly journals Technology Integration Self-Efficacy Reframed Through the ISTE Standards

2020 ◽  
Author(s):  
Frank C. Gomez
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Practice ◽  
Catholic School ◽  
Level Of Confidence ◽  
Integrating Technology ◽  
Iste Standards ◽  
K 12

Utilizing a descriptive research design and a theoretical framework based on self-efficacy theory (Bandura, 1997), this quantitative study examined self-efficacy as a factor on teachers' technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. To measure teachers' self-efficacy in using and integrating technology in the classroom, this study employed an online survey that included the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the researcher which is aligned to the ISTE (2017) Standards for Educators, and seven key demographic questions. Chief among these is the frequency of technology-oriented professional development (PD) training sessions teachers received. This study's findings revealed that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology (M = 3.2, SD = .73). Furthermore, the research analysis confirmed that participating teachers' self-efficacy was a crucial factor in effectively using and integrating technology in their teaching practice based on the ISTE (2017) Standards for Educators. Accordingly, the current study established participating teachers' level of confidence in using and applying technology through continuous PD intervention as a key implication that influenced teachers' self-efficacy in leveraging technology for professional practice. Limitations and applicability of future studies are also addressed.

scholarly journals Social Networks, Trust, and Disaster-Risk Perceptions of Rural Residents in a Multi-Disaster Environment: Evidence from Sichuan, China

2021 ◽  
Vol 18 (4) ◽  
pp. 2106 ◽  
Author(s):  
Kaijing Xue ◽  
Shili Guo ◽  
Yi Liu ◽  
Shaoquan Liu ◽  
Dingde Xu
Keyword(s):  
Social Networks ◽  
Risk Perception ◽  
Self Efficacy ◽  
Risk Perceptions ◽  
Ordinary Least Squares ◽  
Disaster Risk ◽  
Mountainous Areas ◽  
Rural Residents ◽  
Response Efficacy ◽  
The Impact

Individual perception of disaster risk is not only the product of individual factors, but also the product of social interactions. However, few studies have empirically explored the correlations between rural residents’ flat social networks, trust in pyramidal channels, and disaster-risk perceptions. Taking Sichuan Province—a typical disaster-prone province in China—as an example and using data from 327 rural households in mountainous areas threatened by multiple disasters, this paper measured the level of participants’ disaster-risk perception in the four dimensions of possibility, threat, self-efficacy, and response efficacy. Then, the ordinary least squares method was applied to probe the correlations between social networks, trust, and residents’ disaster-risk perception. The results revealed four main findings. (1) Compared with scores relating to comprehensive disaster-risk perception, participants had lower perception scores relating to possibility and threat, and higher perception scores relating to self-efficacy and response efficacy. (2) The carrier characteristics of their social networks significantly affected rural residents’ perceived levels of disaster risk, while the background characteristics did not. (3) Different dimensions of trust had distinct effects on rural residents’ disaster-risk perceptions. (4) Compared with social network variables, trust was more closely related to the perceived level of disaster risks, which was especially reflected in the impact on self-efficacy, response efficacy, and comprehensive perception. The findings of this study deepen understanding of the relationship between social networks, trust, and disaster-risk perceptions of rural residents in mountainous areas threatened by multiple disasters, providing enlightenment for building resilient disaster-prevention systems in the community.

Teaching students out of harm’s way

2018 ◽  
Vol 16 (3) ◽  
pp. 290-302
Author(s):  
Esther Charlotte Moon
Keyword(s):  
Technology Integration ◽  
School Districts ◽  
Digital Citizenship ◽  
Digital Environment ◽  
Content Type ◽  
Instructional Content ◽  
Device Integration ◽  
The Usa ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to demonstrate how changes in K-12 educational delivery methods in the USA impacts students as 1:1 device programs become a required tool for learning. This change produces gaps in knowledge and understanding of the digital environment and exposes minors to risk. Mandatory technology integration by school districts places the ethical responsibility on school districts to prepare students to use the digital environment to mitigate risk. Design/methodology/approach The author’s literature review focused on the impact of personal device integration in education on students. The author surveyed teachers in the district on what they perceived as risk to students accessing the digital environment and what they believe creates value in digital citizenship instructional content. The author also gathered information while serving on the school district technology steering committee and digital citizenship working group. Findings Mandatory 1:1 device programs used for learning provide unlimited access to the digital environment. This technology integration creates digital knowledge gaps in understanding among students and exposes them to risk or dangers such as loss of privacy, psychological harms and engaging in or being a victim of illegal online activities. School districts are responsible for providing a remedy to close this gap and mitigate risk by developing learning content resources for teachers. Social implications As 1:1 device programs continue to grow in school districts in the USA, it is essential for students to learn to apply protocols and understand norms of the digital world. Providing a digital citizenship curriculum in a format such as a Google Site will offer educators access to instructional content that teaches students to apply protocols, understand norms of the internet and social media and foster critical thinking to analyze power structures, biases and recognize manipulation online. Student must learn how to apply rules that challenge assumptions behind the digital content they see, and they must be able to identify and resolve digital practices and behaviors that are problematic, so they are prepared to participate in a digital society. Originality/value This perspective may be relevant to school districts contemplating personal device integration, providing insight into how 1:1 device use impacts students and develops an ethical position for creating digital citizenship resources for teachers.

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

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