Comparing the Effect Size of School Level Support on Teachers’ Technology Integration
Ifinedo, E. (2020). Comparing the Effect Size of School Level Support on Teachers’ Technology Integration. In A. El Moussati, K. Kpalma, M. G. Belkasmi, M. Saber, & S. Guégan (Eds.), SmartICT 2019 : Advances in Smart Technologies Applications and Case Studies (684, pp. 519-526). Springer. Lecture Notes in Electrical Engineering. https://doi.org/10.1007/978-3-030-53187-4_56
Published inLecture Notes in Electrical Engineering
© 2020 Springer
Teachers are expected to lead the innovative use of Information Communication and Technology (ICT) at the classroom level of context. However, research literature shows that a number of factors influence their ICT pedagogical practices. Therefore, the present study investigates the influence of school level support on teacher educators’ technology integration. A mixed method is used to collect data through three focused interviews (N = 19) and self-completion survey (N = 136). The data collected is analysed both qualitatively and quantitatively. The result shows support for the model hypothesized and suggests that the ICT pedagogical practices of the teacher educators do not predict their technology integration. Also, there was evidence that the school level context influenced teachers’ ICT competence, which is necessary for successful technology integration.
Parent publication ISBN978-3-030-53186-7
ConferenceInternational Conference onSmart Information and Communication Technologies
Is part of publicationSmartICT 2019 : Advances in Smart Technologies Applications and Case Studies
ISSN Search the Publication Forum1876-1100
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Enhancing Digital Skills of Early Childhood Teachers Through Online Science, Technology, Engineering, Art, Math Training Programs in Estonia Leoste, Janika; Lavicza, Zsolt; Fenyvesi, Krostof; Tuul, Maire; Õun, Tiia (Frontiers Media, 2022)Teacher professional development programs, including mid- and long-term Science, Technology, Engineering, Art, Math (STEAM) courses, have recently moved from in person learning at university premises to an online environment. ...
TPACK and Educational Interactions : Pillars of Successful Technology Integration Ifinedo, Eloho; Rikala, Jenni (Association for the Advancement of Computing in Education (AACE), 2019)It is important to understand what drives the success of technology integration in educational settings, because learning in schools with technology develops the students' capacities to participate fully in the digital ...
Teacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland Vilppola, Jiri; Lämsä, Joni; Vähäsantanen, Katja; Hämäläinen, Raija (European Educational Research Association, 2022)Context: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an ...
Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs Ifinedo, Eloho; Rikala, Jenni; Hämäläinen, Timo (Elsevier Ltd, 2020)To 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 ...
Teaching Practices During the Covid-19 Pandemic in Austria, Estonia, Finland and Romania Tuul, Maire; Tuul, Madis; Fenyvesi, Kristof; Yada, Takumi; Lázár, Csilla; Ferencz-Salamon, Alpár (Tallinna ülikool, 2022)