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dc.contributor.authorIfinedo, Eloho
dc.contributor.authorRikala, Jenni
dc.contributor.authorHämäläinen, Timo
dc.date.accessioned2019-12-11T10:11:54Z
dc.date.available2019-12-11T10:11:54Z
dc.date.issued2020
dc.identifier.citationIfinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs. <i>Computers and Education</i>, <i>146</i>, Article 103760. <a href="https://doi.org/10.1016/j.compedu.2019.103760" target="_blank">https://doi.org/10.1016/j.compedu.2019.103760</a>
dc.identifier.otherCONVID_33646565
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66728
dc.description.abstractTo provide a diverse comprehension of teachers' TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators' (TEs') conceptions of technology integration. Specifically, the main objective of the study was to investigate the factors influencing Nigerian teacher educators' technology integration using a self-completion survey administered to Nigerian teacher educators from three schools in the southern region of Nigeria. We utilized the partial least squares structural equation modeling (PLS-SEM) approach for the data analysis. Two frameworks—TPACK and Second Information Technology in Education Study (SITES)— guided the scale development. The results indicated that three constructs (perceived technological knowledge, teachers' knowledge [excluding technology] and perceived knowledge for integrating technology) directly influenced the TEs' technology integration, while two others (information and communication technology [ICT] pedagogical practices and perceived effect on students) did not. Among the teachers' characteristics, teaching experience, and class size were found statistically associated with their technology integration. The results of this study are beneficial for developing professional training to help teachers integrate technology specifically by developing their ICT pedagogical practices. Through such training, teachers could be enlightened on how to align their perceived effect of teaching with technology.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier Ltd
dc.relation.ispartofseriesComputers and Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherICT in education
dc.subject.othertechnology integration
dc.subject.otherteacher educators
dc.subject.otherpartial least square – sequential equation modeling (PLS-SEM)
dc.titleFactors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201912115194
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosInformaatioteknologian tiedekuntafi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosFaculty of Information Technologyen
dc.contributor.oppiaineTietotekniikkafi
dc.contributor.oppiaineMathematical Information Technologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0360-1315
dc.relation.volume146
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajankoulutus
dc.subject.ysoopettajat
dc.subject.ysokoulutusteknologia
dc.subject.ysotieto- ja viestintätekniikka
dc.subject.ysokäyttöönotto
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p12937
jyx.subject.urihttp://www.yso.fi/onto/yso/p20743
jyx.subject.urihttp://www.yso.fi/onto/yso/p17832
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.compedu.2019.103760
jyx.fundinginformationProfessor Princely Ifinedo is appreciated for his kind advice. We acknowledge the teachers who participated in the study. Finally, we thank the Faculty of Information Technology, Jyvaskyla for the travel grant that enabled the data collection.
dc.type.okmA1


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