A4 Article in conference proceedings
Comparing the Effect Size of School Level Support on Teachers’ Technology Integration (2020)

Ifinedo, E. (2020). Comparing the Effect Size of School Level Support on Teachers’ Technology Integration. In A. El Moussati, K. Kpalma, M. G. Belkasmi, M. Saber, & S. Guégan (Eds.), SmartICT 2019 : Advances in Smart Technologies Applications and Case Studies (684, pp. 519-526). Springer. Lecture Notes in Electrical Engineering. https://doi.org/10.1007/978-3-030-53187-4_56

JYU authors or editors

Publication details

All authors or editors: Ifinedo, Eloho

Parent publication: SmartICT 2019 : Advances in Smart Technologies Applications and Case Studies

Parent publication editors: El Moussati, Ali; Kpalma, Kidiyo; Belkasmi, Mohammed Ghaouth; Saber, Mohammed; Guégan, Sylvain

Place and date of conference: Saidia, Morocco, 26.-28.2019

ISBN: 978-3-030-53186-7

eISBN: 978-3-030-53187-4

Journal or series: Lecture Notes in Electrical Engineering

ISSN: 1876-1100

eISSN: 1876-1119

Publication year: 2020

Volume: 684

Pages range: 519-526

Number of pages in the book: 740

Publisher: Springer

Place of Publication: Cham

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.1007/978-3-030-53187-4_56

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/74260

Abstract

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.

Keywords: information and communications technology; teachers; know-how; competence; educational methods; computer-assisted teaching; teacher training; technology; integrated teaching

Free keywords: ICT competence; ICT pedagogical practices; Technological Pedagogical Content Knowledge (TPACK); technology integration; teacher educators

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 1