Research Article
Arwa Ahmad Abdo Qasem, Gandla Viswanathappa
CONT ED TECHNOLOGY, Volume 7, Issue 3, pp. 264-276
ABSTRACT
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Keywords: Blended learning, Technological pedagogical content knowledge (TPACK), Professional development, ICT integration, In-service teachers
Research Article
Joanne Blannin
CONT ED TECHNOLOGY, Volume 6, Issue 3, pp. 188-205
ABSTRACT
Information and communication technologies (ICTs) have become ubiquitous in our society. In particular, 10-12 year old (primary school aged) children report that they increasingly rely upon ICTs for social interaction and for learning (ACMA, 2013). In spite of the large number of students reporting high ICT use, research indicates that many primary school teachers are not making effective use of online resources in the classroom. Influencing this lower level use is a lack of specifically focused research that considers the vital role of the primary school teacher in the integration of ICTs into the classroom program. To identify where research is most needed and might be most useful to support teachers to increase the use of ICTs in the classroom, this paper draws on research conducted in primary, secondary and tertiary education. It defines three core areas in which research is needed. These areas are teachers’ internal (personal) and external (socio-cultural) barriers as well as the students’ role in, and expectations of, pedagogical changes to classroom learning.
Keywords: Online learning, Self-efficacy, Teacher professional learning, Primary schooling, ICT integration, Increasing ICT use
Research Article
Ann-Louise Petersen
CONT ED TECHNOLOGY, Volume 5, Issue 4, pp. 302-315
ABSTRACT
This article focuses on the leadership used by the principal in a collaborative ICT project. The case study chosen was a school project conducted within the NCCE project (Nordic Cross Country Education). The EU funded project ran for three years in grades 5-9 in Sweden, Denmark and Norway. The goal of the project was to develop cross-border education models between the national education systems in the three countries. The project was based on virtual communication using digital technology. The study focuses on how the Swedish teachers from two schools involved in the NCCE project experienced the leadership of the principals in ICT related matters. A qualitative method was used by interviewing the teachers in order to inquire about what kind of support they had received from the school leadership on pedagogical issues, technical equipment and ICT competence. The ICT leadership was analyzed by Dexter’s three basic features: setting direction, developing people and making the organization work. The result showed two kinds of leadership. The first one resembled a distributed leadership, where the principal worked closely with teachers and ICT managers, almost like being one of the team. The second one resembled more a formal leadership where principals had a positive attitude towards ICT development but did not participate personally in the project work.
Keywords: ICT integration, ICT leadership, Distributed leadership, School development
Research Article
Yavuz Akbulut
CONT ED TECHNOLOGY, Volume 1, Issue 4, pp. 322-334
ABSTRACT
A recent survey study with 2515 pre-service teachers suggested an underlying structure to shelter ICT integration indicators. Eleven indicators were extracted, which were Teaching-Learning Methods, E-learning, E-interaction, Learning Communities, Infrastructure, Access, Ease of Use, Technical Assistance, Policy, Special Education and Health. In addition, the study provided interrelationships among variables which could lead to an ICT integration model for teacher training institutions. The current study administered the survey to 255 pre-service teachers to confirm the suggested factor structure. Based on the relationships among constructs that were provided in the previous study, second-order analyses were conducted revealing a potential pathway to an ICT integration model. The model indicated that the Policy of the institutions was at the center predicting Infrastructure, Special Education, Health and Teaching-Learning Methods. Infrastructure predicted Access, Ease of Use and Technical Assistance; whereas Teaching-Learning Methods predicted E-interaction, E-learning and Learning Communities. Implications and recommendations for further research are provided.
Keywords: Country-specific developments, Post-secondary education, Teacher training, ICT integration, Structural equation modeling