Search results for "ICT integration"
showing 3 items of 3 documents
Exploring individual differences among teachers' ICT acceptance: A path model and role of experience
2019
This research tested a path model in which constructive beliefs, components of the technological acceptance model, and perceived enjoyment directly and indirectly predicted information and communication technology (ICT) integration into educational practices. We analyzed whether experience played a moderating role in this nomological network of associations. The sample comprised 374 Italian teachers (Mage = 38.69, SD = 5.30, F = 198) divided into two groups: the first with 20 or fewer years of teaching experience and the second with 21 or more years. They completed a questionnaire comprising a socioanagraphic section and the following scales: the Teacher’s Beliefs, the Intrinsic Motivation,…
Understanding the influence of context in technology integration from teacher educators’ perspective
2021
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 integrat…
Percepcions al voltant del coordinador TIC als Centres Educatius Intel·ligents. Un estudi de cas
2021
Este trabajo muestra las conclusiones de un estudio que tiene por objeto de análisis al coordinador TIC de un centro educativo y las percepciones, tanto del propio coordinador como de los docentes del centro, sobre sus funciones y tareas. La peculiaridad de este caso radica en que desarrolla su actividad profesional en un centro que participa en el programa de Centros Educativos Inteligentes (CEI), clasificado como Centro de Acción Educativa Singular (CAES). Los resultados aquí obtenidos forman parte de un estudio más amplio que examina las controversias a las que se enfrentan los coordinadores TIC de los CEI, modelo de integración de las TIC paralelo al modelo 1 a 1 y que ha sido experimen…