Journal ArticleDOI
Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology
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TLDR
Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender, and could be directly predicted on the base of teacher thinking variables, and indirectly by the gender of the student teachers.Abstract:
Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers' gender, constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities in China (N=727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers. Implications for teacher education and further research are discussed.read more
Citations
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Journal ArticleDOI
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being A Synthesis of 40 Years of Research
Marjolein Zee,Helma M.Y. Koomen +1 more
TL;DR: In this article, the consequences of teacher self-efficacy for the quality of classroom processes, students' academic adjustment, and teachers' psychological well-being were explored. But, negative associations were found between TSE and burnout factors.
Journal ArticleDOI
Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence
TL;DR: This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons and developed an overarching model to present how these key themes related to each other.
Journal ArticleDOI
Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence
Jo Tondeur,Jo Tondeur,Jo Tondeur,Johan van Braak,Peggy A. Ertmer,Peggy A. Ertmer,Anne Ottenbreit-Leftwich +6 more
TL;DR: In this paper, a meta-aggregative approach was used to analyze the results of 14 selected studies to further understand the link between teachers' pedagogical beliefs and their educational uses of technology.
Journal ArticleDOI
Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)
TL;DR: This paper examines the construct validity of a TPACK survey that was contextualized for the pedagogical approaches employed in a 12-week ICT course designed with reference to the TPACK framework for Singaporean primary school pre-service teachers.
Journal ArticleDOI
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning
TL;DR: Building on the early work of Jonassen (1996) in which he proposed using technology as cognitive tools, it is suggested that future technology integration efforts should focus on helping teachers engage students in authentic technology-enabled learning environments.
References
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