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 editorsIfinedo, Eloho

Parent publicationSmartICT 2019 : Advances in Smart Technologies Applications and Case Studies

Parent publication editorsEl Moussati, Ali; Kpalma, Kidiyo; Belkasmi, Mohammed Ghaouth; Saber, Mohammed; Guégan, Sylvain

Place and date of conferenceSaidia, Morocco26.-28.2019

ISBN978-3-030-53186-7

eISBN978-3-030-53187-4

Journal or seriesLecture Notes in Electrical Engineering

ISSN1876-1100

eISSN1876-1119

Publication year2020

Volume684

Pages range519-526

Number of pages in the book740

PublisherSpringer

Place of PublicationCham

Publication countrySwitzerland

Publication languageEnglish

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

Publication open accessNot 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.


Keywordsinformation and communications technologyteachersknow-howcompetenceeducational methodscomputer-assisted teachingteacher trainingtechnologyintegrated teaching

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


Contributing organizations


Ministry reportingYes

Reporting Year2020

JUFO rating1


Last updated on 2024-03-04 at 21:05