Comparing the Effect Size of School Level Support on Teachers’ Technology Integration
| Autor: | Eloho Ifinedo |
|---|---|
| Přispěvatelé: | El Moussati, Ali, Kpalma, Kidiyo, Belkasmi, Mohammed Ghaouth, Saber, Mohammed, Guégan, Sylvain |
| Rok vydání: | 2020 |
| Předmět: |
Research literature
ICT pedagogical practices integroitu opetus tietokoneavusteinen opetus tieto- ja viestintätekniikka Context (language use) technology integration ICT competence opettajat osaaminen Information and Communications Technology Technological Pedagogical Content Knowledge (TPACK) teacher educators kompetenssi teknologia ComputingMilieux_COMPUTERSANDEDUCATION Technology integration Mathematics education opetusmenetelmät School level opettajankoulutus Psychology Competence (human resources) |
| Zdroj: | Advances in Smart Technologies Applications and Case Studies ISBN: 9783030531867 |
| DOI: | 10.1007/978-3-030-53187-4_56 |
| Popis: | 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. peerReviewed |
| Databáze: | OpenAIRE |
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