scholarly journals Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies

2021 ◽  
Vol 11 (2) ◽  
pp. 60-82
Author(s):  
Burak Demirtaş ◽  
Filiz Mumcu
Keyword(s):  
Learning Process ◽  
Ict Integration ◽  
Educational Value ◽  
Perceived Ability ◽  
Use Of Technology ◽  
Educational Processes ◽  
Ict Competence ◽  
Significant Difference ◽  
Teaching Learning ◽  
Ict Competencies

Abstract Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK competencies in terms of a range of variables. For this purpose, the following question was asked: “Is there any significant difference in the ICT integration competencies of PSTs according to a range of variables?” Methods: This study is based on causal-comparative research. The research was conducted in the autumn term of the 2019-2020 academic year. A convenience sampling method was used. In this regard, 413 PSTs, who are students of faculties of education at ten state universities located in different cities in Turkey, participated voluntarily in the study. The “Pre-service Teachers’ ICT Competencies Scale” developed by Tondeur et al. (2017) and the “TPACK-Deep Scale” developed by Kabakçı Yurdakul et al. (2012) were used to collect the data in the study. In addition to the scales, seven questions were asked about gender, grade, department, GPA, ICT course grade, owning a computer for educational purposes, and one’s perceived ability to use technology. Two methods have been adopted to collect data. The first was to collect the printed forms that were completed in pen by the PSTs, and the second was to prepare the electronic form and deliver it to the PSTs via e-mail and social media applications and then collect the data. To analyse the data, descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA) were used. Results: ICT and TPACK competencies of PSTs differ according to grade, having one’s own computer for educational purposes, and one’s perceived ability to use technology, but do not differ by gender. There is no significant difference in ICT and TPACK competencies according to the gender of PSTs. There is a significant difference in ICT and TPACK competencies according to the grade of PSTs and this difference is in favour of fourth grades. There is a significant difference in terms of ICT competencies and TPACK competencies according to computer ownership for educational purposes. This difference is in favour of PSTs who have their own computers. According to the perceived ability to use the technology of PSTs, there is a significant difference in ICT competencies and TPACK competencies. This difference is in favour of PSTs who think they can use technology at the advanced or expert level. Discussion: In the face of constantly developing and changing technology, an important consideration is the competencies teachers and PSTs should have for ICT integration. Factors contributing to the explanation of the ICT integration process such as skills and competencies, pedagogical beliefs and self-efficacy, professional development and teacher experiences, ICT infrastructure, and access and tools are seen to have a positive effect on ICT use (Kaya & Usluel, 2011). It has been suggested that competence and pedagogical knowledge regarding ICT integration as perceived by teachers are important when starting to integrate ICT into teaching practices (Aslan & Zu, 2015). In this study, it was found that there is a difference in ICT integration competencies of PSTs in favour of those who have their own computers and those who think they can use technology at the advanced or expert level. As the PSTs experience an increase in their perceived level of skill in their use of technology, their ICT integration competencies increase. This study also shows that PSTs’ computer ownership has an impact on their education and improves their technological skills, making a difference in terms of ICT integration competencies. Limitations: This study was limited to PSTs who studied at the faculty of education at state universities in Turkey. In addition, two scales related to ICT integration and one demographic questionnaire were used. Also, the convenience sampling method was used and the sampling was confined to 413 PSTs. Conclusions: There is a need for educational processes that emphasise technology’s educational value and enable teachers to improve themselves pedagogically and plan more effective teaching-learning processes using this pedagogical knowledge. To meet the needs of the learners of this century, teachers must first be equipped with the necessary knowledge and skills in their educational processes (Yıldırım, 2000; Zhou et al., 2010). PSTs should experience this process in their teaching-learning process, and should receive training in the integration of ICT in the teaching-learning process (Çubukçu et al., 2017). Research shows that the learning experiences of PSTs in this sense and the integration of ICT with their subject areas are closely related to understanding the educational value of ICT (Mumcu & Usluel, 2015). Academics, who take a role in teacher education, should use technology effectively in their lessons, and PSTs should experience the educational uses of technology through their education (Başal, 2015). In this sense, academics who take part in teacher education have important duties.

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

scholarly journals Teaching Speaking Skills through Role Play at Elementary Level: An Analysis

2021 ◽  
Vol 8 (1) ◽  
pp. 93
Author(s):  
Muhammad Safdar Bhatti
Keyword(s):  
Learning Process ◽  
Role Play ◽  
Elementary Level ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Status ◽  
Post Test ◽  
Teaching Learning ◽  
Speaking Skills

English has won the status of International language. The quality of our expression depends on our use of speaking skills. The importance and value of speaking English have been accepted worldwide. In Pakistan, Teaching English was mainly focused upon reading and writing skills. But in today’s world, listening and speaking skills have become much more important than in the past. Recently, the value of role-play in the classroom situation has become mandatory to make the teaching-learning process easy, attractive, and interesting. The implementation of role-play was expected to be an effective way to improve the learners’ speaking skills. So in the present study, the focus is on this matter whether the use of role play can be beneficial in bringing a positive change in the teaching-learning process of speaking skills for elementary level learners. The collective problems of the teachers and students during speaking English were the main focus of the study. 360 students and twenty teachers of Bahawalpur region participated in this study. Pre-test, post-test, and questionnaire were used as a tool to collect the data from the respondents. The findings of the study showed that there was a significant difference between pre-test and post-test results. It was suggested that speech practice with the help of role play should be encouraged at the elementary level.

scholarly journals Using Technology in English Teaching of Pre-Service Teachers in 4.0 Industrial Revolution Era

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Maria Yosephin Widarti Lestari ◽  
Siti Musarokah ◽  
Asysyifa Dinar Prashanty
Keyword(s):  
Learning Process ◽  
Qualitative Data ◽  
Industrial Revolution ◽  
Study Program ◽  
English Teaching ◽  
Know How ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teaching Learning ◽  
Academic Year

The study aims at knowing the use of technology in teaching learning process of pre-service teachers of English Study Program of Universitas PGRI Semarang. The subjects of the study are the eight semester students which are Pre-service teachers of the English Study Program of Universitas PGRI Semarang in the academic year 2018/2019. The instrument used in the study is questionnaire. The techniques used in the study are sharing the questionnaire to the eight semester students through WhatsApp to know what kinds of technology used by them are and interview to know how their perception of the use of technology in teaching learning process is. The qualitative data are analyzed by reducing the data, classifying the data and drawing conclusion. The result of the study shows that Pre-service teachers tend to use same kinds of technology in teaching learning process, and they have an opinion that technology is really important for the teachers and for students.

scholarly journals Comparison between online and traditional teaching-learning among non-clinical medical students

2021 ◽  
Vol 12 (1) ◽  
pp. 45-50
Author(s):  
Masood Mohammed Abdul Aziz ◽  
Masud Imtiaz ◽  
Choudhury Habibur Rasul
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Online Classes ◽  
Laptop Computer ◽  
Online Questionnaire ◽  
Medical College ◽  
Learning Platform ◽  
Significant Difference ◽  
Teaching Learning ◽  
Overall Effectiveness

Background: Medical institutes remained on complete shut down during the coronavirus disease of 2019 (COVID-19) pandemic while Information Technology (IT) bridged the teaching learning between the students and teachers. The study objectives were to determine the opportunities and obstacles of teaching learning process and overall effectiveness of online classes over traditional classes. Methods: A cross-sectional study was conducted from July 2020 to December 2020 between students and teachers of Khulna city Medical College, Khulna, Bangladesh. An online questionnaire was developed using google form containing four sections about different aspects of IT and teaching learning process. Results: Around 87% (160 vs 48) students and teachers responded to the questionnaire. The most preferred online teaching learning platform for students and teachers was zoom (84.4% vs 83.4%) and the favored devices were smart phone (96.2% vs 87.5%) followed by laptop computer (90.6% vs 83.3%). The majority felt connected to each other (82.5% vs 62.5%) and could work faster and effectively (75% vs 66.7%). Conversely, students (65.6%) felt online learning was more enjoyable than teachers (29.2%), where significant difference was found; (p= 0.006). Poor network (98.1% vs 79.1%) and affordability of mobile data (81.2% vs 66.7%) were the two main barriers among them. On-line teaching-learning neither increased student- teacher interaction (51.9% vs 66.7%), nor had better scope of asking question (52.5% vs 70.8%) and there was less scope of explaining details (52.5% vs 66.7%). Oral assessment was the most preferable (89.4% vs 83.3%), but the practical assessment (78.1% vs 83.3%) was the least preferable method for assessing students’ knowledge and skill online. Overall effectiveness of online classes over traditional classes was scored around 50% (±10%) by students and teachers (58.1% vs 62.5%). Conclusion: Despite having barriers like poor network, data affordability and limited computer and net usability, online classes played a pivotal role to continue the academic activities in a medical college during Corona pandemic. BIRDEM Med J 2022; 12(1): 45-50

scholarly journals TEACHING READING BY USING WFR (WARMING-UP FOR READING) TO INCREASE READING SKILL

2019 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Afifah Linda Sari ◽  
Radityo Tri Nugroho
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Main Idea ◽  
Reading Skill ◽  
Teaching Reading ◽  
Significant Difference ◽  
Before And After ◽  
Research Procedure ◽  
Second Year ◽  
Teaching Learning

Abstract: This research is aimed at describing the implementation of teaching reading by using WFR, to describe the problems of using WFR in teaching reading and to know the students’ response of the implementation of WFR. The result of this study is intended to give contribution to the teaching and learning English. The research was done to the second year students of SMP N 5 Banjarbaru. As the sample, the researcher took 40 students of IIA class. The data were collected through observation, interview and test. After collecting the data and analyzing them and describing the result of them by action research procedure, the researcher described the result of the research. The WFR was conducted in four meetings. It is appropriate in teaching reading and helps the students increasing/developing their reading skill. There are some problems faced by the students in teaching learning process: in which most of students have difficulties in arranging the sentence correctly, the students have difficulties in translating the word from English into Indonesian and Indonesian into English, the students do not understand the instruction of the worksheet, and the students have difficulties in finding the main idea of the text. During the teaching learning process from the first meeting until fourth meeting the response of the students is good. They were enthusiastic in every meeting. Evidently, the result of the hypothesis testing showed that the t- observation is always greater than the t-table; in degree of freedom N - 1 = 39 and level of significance 0,05. It means that there is a significant difference of the students’ achievement before and after the implementation of WFR. The conclusion is the teaching reading using WFR to the second year students of SMP N 5 Banjarbaru yields a good result. WFR is appropriate method in increasing the students reading skills and helpful in teaching-learning process. 

scholarly journals COVID-19 and its Impact on Education

2021 ◽  
pp. 507-511
Author(s):  
Dr. Dhiraj Yadav
Keyword(s):  
Social Media ◽  
Learning Process ◽  
Education System ◽  
Line System ◽  
Critical Situation ◽  
Work From Home ◽  
Use Of Technology ◽  
The World ◽  
On Line ◽  
Teaching Learning

All of us know that COVID-19 outbreak has brought the world in a standstill. Nobody had imagined such a Pandemic threatening the whole world. Even the most powerful countries are helpless in such a critical situation. This Pandemic has badly affected every group and section of society. We are in a limbo, trying to decide what to do next, how to move ahead. Man is shocked socially, psychologically, economically and so on. This crisis has left everyone in the lurch. Students are uncertain about their future. Youth are afraid of Unemployment. Education system is affected greatly due to sudden closure of institutions. Initially neither teachers nor students were mentally prepared to face such a lockdown situation. Everyone was confused at continuity of teaching-learning process. But necessity is the mother of invention. We chose on-line method of teaching / through social media to continue teaching –learning process. However, the on-line education was already present but it was not in vogue before this COVID-19 lockdown. Every teacher was not techno-savvy, he was techno-shy but situations have forced us to adopt on-line system. It is said that every tragedy brings some opportunities also. One must learn lesson in the present scenario and mentally prepared for future also. This Pandemic has developed culture of on-line education, work from home. But use of technology has both silver and dark sides. Technology has occurred as a fillip to continue our learning process, we are moving towards information-rich society, on the contrary we have become slave of technology and affecting our health also.

scholarly journals The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education

2021 ◽  
Vol 13 (4) ◽  
pp. 1810
Author(s):  
Naiara Bilbao ◽  
Urtza Garay ◽  
Ainara Romero ◽  
Arantzazu López de la Serna
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Learning Process ◽  
Teaching For Understanding ◽  
Educational Value ◽  
Initial Teacher Training ◽  
Depth Analysis ◽  
The Rich ◽  
Teaching Learning ◽  
High Educational

The aim of this research was to analyze the rich, complex, interrelated relationship that could possibly be established between the Teaching for Understanding framework, pedagogical proposal belonging to Project Zero (Education research team of Harvard University, Boston, MA, US), and the European Competency Framework. Through an in-depth analysis of the constituent features that define and explain both proposals, and questions answered both by teachers with ample classroom experience and experts on the field, it shows that these are two complementary educational perspectives that share a similar vocation and that contribute to improving the teaching-learning process in Higher Education, specifically in the context of initial Teacher Training. Likewise, it analyzes the different factors to take into account when implementing them, particularly in the context of Higher Education; factors that make them complex proposals but also of very high educational value and with the potential to enrich the teaching-learning process, no matter the context.

scholarly journals An Analysis of Teachers’ Perceptions toward the Role of ICT Based Media in Teaching and Learning Process among Primary Schools’ Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 469
Author(s):  
Regina Rahmi ◽  
Fitriati Fitriati ◽  
Siti Fachraini
Keyword(s):  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Development Program ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teaching Learning ◽  
Almost All

Development in technology assists teachers and educators to reach goals in teaching and learning easily. Along with advancement of technology in teaching, teachers were expected to utilize this technology such as ICT-based media to improve quality of their teaching. This paper was a survey research which tried to investigate attitudes and perceptions of 73 elementary school teachers toward the use of ICT-based media especially video in teaching learning process. Both quantitative and qualitative data were used to display teachers’ perception. The result of this study shows that almost all teachers considered that using media is very important in teaching. The data from questionnaires shows that most teachers (95,1%) agreed that ICT-based media made teaching and learning process more enjoyable and effective. They also believed that the role of media together with teacher is essential in teaching since the collaboration between teachers and media allow students to understand and memorize materials given easily. However, besides teachers responded positively toward ICT-based media, they also encountered some barriers in applying this technology in teaching, such as : teachers lacked the skills or basic concepts about ICT, (felt were old enough) to use ICT based-media in the future, lacked of eyes vision, inconvenience feeling of using ICT in the classroom, and lacked of ICT facilities at school. This indicates that professional development program is essential for teachers to promote the use of technology in daily teaching practices.

scholarly journals Actitudes de los profesores ante la integración de las TIC en la práctica docente: estudio de un grupo de la Universidad de Valladolid

2011 ◽  
pp. a160 ◽  
Author(s):  
Susana Álvarez ◽  
Carmen Cuéllar ◽  
Belén López ◽  
Cristina Adrada ◽  
Rocío Anguiano ◽  
...  
Keyword(s):  
Learning Process ◽  
Organizational Support ◽  
University Teachers ◽  
Educational Environments ◽  
Ict Competence ◽  
Innovación Educativa ◽  
Spanish Universities ◽  
Teachers Attitudes ◽  
Attitudinal Dimension ◽  
Teaching Learning

Debido al proceso de adaptación y convergencia en el que nos hallamos inmersos en la actualidad y a la incorporación de los nuevos planes europeos de enseñanzas universitarias, resulta necesario plantear la inclusión de metodologías activas en el proceso de enseñanza-aprendizaje que, por una parte, prioricen la participación activa de los alumnos en este proceso y, por otra, establezcan una relación diferente entre docentes y discentes. Son muchas las acciones de innovación educativa que se están poniendo en práctica en la Universidad española, con el fin de superar los esquemas didácticos tradicionales y lograr una enseñanza de calidad, objetivos fundamentales del proceso de convergencia europea que se está viviendo en la actualidad. El éxito de estas iniciativas, muchas de ellas apoyadas en las denominadas Tecnologías de la Información y de la Comunicación (TIC) depende, por una parte, de la actitud y del compromiso de los docentes con el cambio metodológico y, por otro, del apoyo que se les brinda desde la institución universitaria para satisfacer sus necesidades formativas y facilitar, así, la incorporación de estos nuevos recursos al proceso de enseñanza-aprendizaje (E/A).Este artículo presenta un estudio de las actitudes de los profesores de la Facultad de Traducción e Interpretación de la Universidad de Valladolid (España) hacia la integración de las TIC en su práctica docente, ya que consideramos que la dimensión actitudinal representa un elemento clave para la renovación pedagógica exigida por el Espacio Europeo de Educación Superior (EEES).University teachers’ attitudes towards the educational use of ICTs: the case study at the University of ValladolidAbstractThe process of European convergence and harmonization and the EHEA-adaptation plan that our universities are implementing nowadays entail not only a methodological change- that is the introduction of active methodologies that emphasize the role played by students in their own learning process- but also a change in the role assumed by teachers in the teaching-learning process. Spanish universities are currently carrying out many experimental and innovative educational projects which try to overcome traditional methodological limitations in order to guarantee solid and quality educational programs in our higher education institutions. Achieving success in innovative instructional practices-most of them based on ICTs- depends both on university teachers' attitude and commitment to the methodological changes involved and on the institutional and organizational support provided by universities in order to enhance ICT competence development of teachers. That is teachers’ attitudes towards ICTs, which in most cases are related to their ICT competence level, play a crucial role in implementing new innovative tools in the teaching-learning process.This research article shows the attitudes of a group of teachers of the Faculty of Translation and Interpreting (University of Valladolid) to the educational use of ICTs, as we consider that the attitudinal dimension is a key issue in the integration of technology into educational environments.

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