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
VIRTA submission year: 2020
JUFO rating: 1