A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Understanding the influence of context in technology integration from teacher educators’ perspective (2021)
Ifinedo, E., & Kankaanranta, M. (2021). Understanding the influence of context in technology integration from teacher educators’ perspective. Technology, Pedagogy and Education, 30(2), 201-215. https://doi.org/10.1080/1475939x.2020.1867231
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Ifinedo, Eloho; Kankaanranta, Marja
Lehti tai sarja: Technology, Pedagogy and Education
ISSN: 1475-939X
eISSN: 1747-5139
Julkaisuvuosi: 2021
Ilmestymispäivä: 07.01.2021
Volyymi: 30
Lehden numero: 2
Artikkelin sivunumerot: 201-215
Kustantaja: Routledge
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/1475939x.2020.1867231
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/73914
Tiivistelmä
The perspective of teachers is important for advancing the use of technology in classrooms. A considerable number of research studies have explained context in ways that have narrowed the understanding of its impact on successful technology integration. This study employs the Technological Pedagogical and Content Knowledge (TPACK) model as a lens in understanding factors influencing teachers’ integration of technology in classrooms. Data were collected using focused interviews of 19 teacher educators of three colleges of education from the southern part of Nigeria. The results reveal that among the level contexts, the meso level presented the most challenges to teachers’ efforts at integrating Information Communication Technology (ICT) in their classrooms. In addition, the benefits of technology integration were expressed more in terms of the significance, practical use and the opportunities that ICT offers.
YSO-asiasanat: digitalisaatio; opetusteknologia; käyttöönotto; konteksti; opettajat; opettajankoulutus
Vapaat asiasanat: ICT integration; teacher educators; TPACK; Nigeria
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 1