Weitere Artikel dieser Ausgabe durch Wischen aufrufen
At the present time, many researchers conduct studies in order to ensure technology integration in education. But most of these studies are related to material design. Material is an important concept but it is also important to examine knowledge, skills and attitude, namely technology literacy, of students or teachers who would use these materials. Although technology literacy was investigated in some studies, data collection tools measured different variables. As knowledge, skills and attitude are different concepts, they need to be examined together to determine literacy level. Thus, the purpose of the study is to determine knowledge, skills and attitude about technology use of preservice teachers. Although most of preservice teachers said they had knowledge, skills and positive attitude to use technology in teaching activities, the results revealed that they had a low level of technology literacy in terms of knowledge and skills. The results showed that no relationship was found between knowledge/skill test scores and attitude, so preservice teachers could not correctly describe their level of technology literacy. As the results obtained from scale based on participants’ claims and those obtained from the tests were very contradictory, it is stated that would cause incorrect results and interpretations. The fact that preservice teachers didn’t take any technology related courses in their teacher training programs or they had such courses with insufficient contents was considered one of the main reasons for this low level. Therefore, courses about technology literacy must sufficiently be given in teacher training.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
ACER (2008). National assessment program e Information communication and technology literacy. Year 6 and year 10 (Technical report 2005 ). The Australian Council for Educational Research. Curriculum, assessment and reporting authority. Retrieved from: www.nap.edu.au/verve/_resources/2005_ICTL_Technical_Report_file_main.pdf.
Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers and Education, 56(1), 91–100. https://doi.org/10.1016/j.compedu.2010.08.017. CrossRef
Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29(3), 519–524. https://doi.org/10.1016/j.chb.2012.10.017. CrossRef
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110–125. https://doi.org/10.1016/j.compedu.2016.05.002. CrossRef
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives . New York: Longman.
Athanassios, J. (2008). Factors determining teachers’ beliefs and perceptions of ICT in education. In Encyclopedia of information communication technology (pp. 321–334). Hershey, PA: IGI Global.
Becker, J. D., Hodge, C. A., & Sepelyak, M. W. (2010). Assessing technology literacy: The case for an authentic, project-based learning approach recommended citation (No. Paper 3). Retrieved from http://scholarscompass.vcu.edu/edlp_pubs
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc..
Brown, M. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. Herbel-Eisenman, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). New York, NY: Routledge.
Carroll, J. B., & Morrell, P. D. (2006). A comparison of teacher education faculty and preservice teacher technology competence. Journal of Computing in Teacher Education, 23(1), 5–10.
Cha, S. E., Jun, S. J., Kwon, D. Y., Kim, H. S., Kim, S. B., Kim, J. M., … Lee, W. G. (2011). Measuring achievement of ICT competency for students in Korea. Computers & Education, 56(4), 990–1002. https://doi.org/10.1016/j.compedu.2010.11.003.
Chai, C. S., Ng, E. M. W., Li, W., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41–53. https://doi.org/10.1234/ajet.v29i1.174. CrossRef
Christensen, R., & Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 349–365). Boston, MA: Springer US. https://doi.org/10.1007/978-0-387-73315-9_21. CrossRef
Dinçer, S. (2017). Bilgisayar destekli öğretimde bilgisayar okuryazarlığının, motivasyonun ve öz yeterliliğin öğrenme başarısı üzerindeki etkisi: Değişkenlerin araştırma süresi ile incelenmesi. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 7(14), 147–162.
Dinçer, S. & Doğanay, A. (2017). The effects of multiple-pedagogical agents on learners' academic success, motivation, and cognitive load. Computers & Education, 111, 74–100. https://doi.org/10.1016/j.compedu.2017.04.005
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199. https://doi.org/10.1016/j.compedu.2007.05.001. CrossRef
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551. CrossRef
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001. CrossRef
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age. International Association for the Evaluation of educational achievement (IEA). New Zealand: Springer International Publishing. https://doi.org/10.1007/978-3-319-14222-7.
Friel, T., Britten, J., Compton, B., Peak, A., Schoch, K., & VanTyle, W. K. (2009). Using pedagogical dialogue as a vehicle to encourage faculty technology use. Computers & Education, 53(2), 300–307. https://doi.org/10.1016/j.compedu.2009.02.002. CrossRef
Garmire, E. M., & Pearson, G. (2006). Tech tally : Approaches to assessing technological literacy. Washington D.C.: National Academies Press.
Georgina, D. A., & Olson, M. R. (2008). Integration of technology in higher education: A review of faculty self-perceptions. Internet and Higher Education, 11(1), 1–8. https://doi.org/10.1016/j.iheduc.2007.11.002. CrossRef
Goktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education, 68, 211–222. https://doi.org/10.1016/j.compedu.2013.05.002. CrossRef
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085. CrossRef
Heitink, M., Voogt, J., Verplanken, L., van Braak, J., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers and Education, 101, 70–83. https://doi.org/10.1016/j.compedu.2016.05.009. CrossRef
Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E., & Kemker, K. (2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers and Education, 51(4), 1648–1663. https://doi.org/10.1016/j.compedu.2008.04.002. CrossRef
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Development and validation of the student tool for technology literacy (ST 2L). Journal of Research on Technology in Education, 42(4), 361–389. https://doi.org/10.1080/15391523.2010.10782556. CrossRef
Huggins, A. C., Ritzhaupt, A. D., & Dawson, K. (2014). Measuring information and communication technology literacy using a performance assessment: Validation of the student tool for technology literacy (ST 2L). Computers & Education, 77, 1–12. https://doi.org/10.1016/j.compedu.2014.04.005. CrossRef
Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016. CrossRef
ISTE (2017). ISTE standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers
Kabakci Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964–977. https://doi.org/10.1016/j.compedu.2011.10.012. CrossRef
Kegel, R. H. P., & Wieringa, R. J. (2016). Measuring computer literacy without questionnaires. In Fourth International Workshop on Behavior Change Support Systems, BCSS 2016 (pp. 61–65). Salzburg, Austria.
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85. https://doi.org/10.1016/j.tate.2012.08.005. CrossRef
Kim, M. K., Xie, K., & Cheng, S. L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309–324. https://doi.org/10.1016/j.tate.2017.05.006. CrossRef
Knezek, G., Christensen, R., Hancock, R., & Shoho, A. (2000, February). Toward a structural model of technology integration. In Proceedings of the Annual Hawaii Educational Research Association.
Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109–1121. https://doi.org/10.1016/j.compedu.2012.05.014. CrossRef
Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers and Education, 50(1), 110–124. https://doi.org/10.1016/j.compedu.2006.04.002. CrossRef
Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54–62. https://doi.org/10.1016/j.compedu.2018.03.019. CrossRef
Lim, C. P., Chai, C. S., & Churchill, D. (2011). A framework for developing pre-service teachers’ competencies in using technologies to enhance teaching and learning. Educational Media International, 48(2), 69–83. https://doi.org/10.1080/09523987.2011.576512. CrossRef
Llorens, S., Salanova, M., & Grau, R. (2002). Training to technological change. Journal of Research on Technology in Education, 35(2), 206–212. https://doi.org/10.1080/15391523.2002.10782380. CrossRef
Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 9(4), 281–299.
Matthew, K., Stephens, E., Callaway, R., Letendre, C., & Kimbell-Lopez, K. (2002). Adoption of information communication technology by teacher educators: One-on-one coaching. Journal of Information Technology for Teacher Education, 11(1), 45–62. https://doi.org/10.1080/14759390200200122. CrossRef
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. CrossRef
Niederhauser, D. ., & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17(1), 15–31. https://doi.org/10.1016/S0742-051X(00)00036-6. CrossRef
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523. https://doi.org/10.1016/J.TATE.2005.03.006. CrossRef
OECD. (2005). Are students ready for a technology-rich world?, what PISA studies tell us. Paris: OECD.
OECD (2013). O ECD skills outlook 2013: First results from the survey of adult skills. Paris: OECD Publishing. https://doi.org/10.1787/9789264204256-en.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321–1335. https://doi.org/10.1016/j.compedu.2010.06.002. CrossRef
Ottestad, G., Throndsen, I., Hatlevik, O., & Rohatgi, A. (2014). Digitale ferdigheter for alle? Norske resultater fra ICILS 2013 . Retrieved from http://www.ks.no/globalassets/vedlegg-til-hvert-fagomrader/utdanning-og-oppvekst/skole/fylkeskommunalt-kvalitetsnettverk/forskning/icils_rapport_rettet.pdf
Polly, D., McGee, J. R., & Sullivan, C. (2010). Employing technology-rich mathematical tasks to develop teachers’ technological, pedagogical, and content knowledge (TPACK). Journal of Computers in Mathematics and Science Teaching, 29(4), 455–472.
Presidential Committee on Information Literacy: Final Report. (2006). Retrieved from http://www.ala.org/acrl/publications/whitepapers/presidential#importance
Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58(1), 449–458. https://doi.org/10.1016/j.compedu.2011.08.028. CrossRef
Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology : Creating student-centered classrooms. New York: Teachers College Press.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. https://doi.org/10.1016/j.compedu.2009.07.010. CrossRef
Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers and Education, 88, 202–214. https://doi.org/10.1016/j.compedu.2015.05.005. CrossRef
Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy. Educational Research Review, 19, 58–84. https://doi.org/10.1016/j.edurev.2016.05.002. CrossRef
Tømte, C., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26–35. https://doi.org/10.1016/j.compedu.2015.01.005. CrossRef
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009. CrossRef
Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134–150. https://doi.org/10.1016/j.compedu.2015.11.009. CrossRef
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. https://doi.org/10.1111/bjet.12380. CrossRef
Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23. https://doi.org/10.1016/j.tate.2017.11.005. CrossRef
Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J. CrossRef
Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70–81. https://doi.org/10.1016/j.compedu.2017.11.009. CrossRef
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x. CrossRef
Williams, M., Linn, M. C., Ammon, P., & Gearhart, M. (2004). Learning to teach inquiry science in a technology-based environment: A case study. Journal of Science Education and Technology, 13(2), 189–206. CrossRef
Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies-teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173–207.
- Are preservice teachers really literate enough to integrate technology in their classroom practice? Determining the technology literacy level of preservice teachers
- Springer US
- Education and Information Technologies
The Official Journal of the IFIP Technical Committee on Education
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
Neuer Inhalt/© ITandMEDIA, Product Lifecycle Management/© Eisenhans | vege | Fotolia