Early childhood pre-service teachers’ attitudes towards digital technologies and their relation to digital competence
Merjovaara, O., Eklund, K., Nousiainen, T., Karjalainen, S., Koivula, M., Mykkänen, A., & Hämäläinen, R. (2024). Early childhood pre-service teachers’ attitudes towards digital technologies and their relation to digital competence. Education and Information Technologies, Early online. https://doi.org/10.1007/s10639-023-12237-y
Julkaistu sarjassa
Education and Information TechnologiesTekijät
Päivämäärä
2024Tekijänoikeudet
© 2024 the Authors
This study examines early childhood pre-service teachers’ attitudes towards digital technologies and their relations to their self-perceived digital competence. Attitudes towards digital technologies were divided into core attitudes: general attitudes towards digital technologies; attitudes towards educational use of digital technologies; and perceived ease of digital technology use. Technological knowledge [TK] and technological content knowledge [TCK] dimensions of the TPACK framework were used to assess pre-service teachers’ self-perceived digital competence. Two structural equation models, a correlated-traits model and a second-order factor model, were used to analyse the relations between attitudes and digital competence. Based on the results, the early childhood pre-service teachers held positive attitudes towards digital technologies. Both models ft the data well, but the correlated-traits model explained a larger portion of variance in competence measures. Moreover, this model provided a more fne-grained picture of the associations between attitudes and competence. The general attitudes towards digital technologies and perceived ease of digital technology use were related to both TK and TCK, whereas attitudes towards educational use of digital technologies were not. Therefore, the correlated-traits model was viewed as better at describing the relations between attitudes towards digital technologies and digital competence. The study contributes to the development of teacher education. Instead of considering the current generation of pre-service teachers as a homogeneous group, this study aims to understand how they difer in their attitudes and how they perceive their own competence to use digital technologies.
...
Julkaisija
SpringerISSN Hae Julkaisufoorumista
1360-2357Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/197928689
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisätietoja rahoituksesta
Open Access funding provided by University of Jyväskylä (JYU).Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education
Soini, Anne; Watt, Anthony; Sääkslahti, Arja (MDPI AG, 2021)Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher ... -
A cross-sectional study of pre-service teachers’ views about disability and attitudes towards inclusive education
Nketsia, William (Consortia Academia Publishing, 2017)Teachers’ attitudes towards students with disabilities and special educational needs (SEN) and their inclusion in regular education classrooms have been internationally identified as a key factor in the implementation ... -
Teacher educators’ and pre-service teachers’ confidence toward the use of ICT in education
Vesisenaho, Mikko; Kyllönen, Mari; Kukkonen, Jari; Valtonen, Teemu; Häkkinen, Päivi (OsloMet - Oslo Metropolitan University, 2024)Todays’ teacher education needs to provide pre-service teachers with readiness to integrate ICT in education. Teacher educators are expected to serve as role models for pre-service teachers, providing them with examples ... -
Exploring pre-service teachersʼ and comprehensive school pupilsʼ understandings of literacies in digital environments
Hankala, Mari; Kankaanranta, Marja; Rousi, Rebekah; Mehtälä, Saana; Merjovaara, Olli (Scandinavian University Press / Universitetsforlaget AS, 2023)This study focuses on Finnish pre-service teachersʼ and comprehensive school pupilsʼ understandings of literacies in digital environments. The study included 181 participants: 38 pre-service teachers, 79 primary school ... -
Relationships between pre-service teachers’ self-reported physical activity and their perceptions of physical education in early childhood teacher education
Soini, Anne; Watt, Anthony; Sääkslahti, Arja (SAGE Publications, 2024)This study aimed to explore the relationships between Finnish early childhood pre-service teachers’ (N = 274; aged 20–49; 92% female) self-reported physical activity (PA) and perceptions of their own enjoyment of schooltime ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.