Pub Date : 2023-02-14DOI: 10.1080/07380569.2023.2175634
Kim André Stavenæs Refvik, Hilde Opsal
Abstract Computational thinking and programming have emerged as central 21st-century skills. Several countries have embedded these skills in their school curricula. This study investigates how an optional programming course affects eighth-grade mathematical problem solving in Norway using a quasi-experimental design with pre- and post-tests. These tests consist of problem solving items from the 2003 Programme for International Student Assessment (Organisation for Economic Co-operation & Development, 2003a). The students taking these tests were divided into two groups: one with students enrolled in an optional programming course and one with students enrolled in other optional courses. Our results indicate no significant difference in the development of mathematical problem solving for the optional programming course students compared with those in other optional courses. Our discussion of these results offers further insights into how problem solving in computational thinking and programming align with mathematical problem solving.
{"title":"Do Optional Programming Courses Affect Eighth-Grade Students’ Mathematical Problem Solving?","authors":"Kim André Stavenæs Refvik, Hilde Opsal","doi":"10.1080/07380569.2023.2175634","DOIUrl":"https://doi.org/10.1080/07380569.2023.2175634","url":null,"abstract":"Abstract Computational thinking and programming have emerged as central 21st-century skills. Several countries have embedded these skills in their school curricula. This study investigates how an optional programming course affects eighth-grade mathematical problem solving in Norway using a quasi-experimental design with pre- and post-tests. These tests consist of problem solving items from the 2003 Programme for International Student Assessment (Organisation for Economic Co-operation & Development, 2003a). The students taking these tests were divided into two groups: one with students enrolled in an optional programming course and one with students enrolled in other optional courses. Our results indicate no significant difference in the development of mathematical problem solving for the optional programming course students compared with those in other optional courses. Our discussion of these results offers further insights into how problem solving in computational thinking and programming align with mathematical problem solving.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46198530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1080/07380569.2023.2173542
Lan Fang, Xiangming Li
Abstract There is a call for exploring the narrative transportation and reading performance among multimodality readings, i.e., single modality (text), dual modality (text + picture), and tri-modality (text + picture + audio). Altogether 42 junior high-school participants native in Chinese from an urban city in P.R. China were invited to the 90-minute experiment. The participants were administered English reading materials and a self-reported scale of transportation, along with a pretest to determine English proficiency level. The statistical analysis showed that (1) the transportation effect is highest in tri-modality readings, followed by that in dual and single modality readings. (2) There is no statistical difference between genders in relation to transportation effect. (3) Except for tri-modality reading, there is no statistical difference in relation to English proficiency for narrative transportation. The study results indicate that teachers could fully immerse students into narrative stories by pedagogically incorporating texts, pictures, and audios into reading materials.
{"title":"Promoting Young Adolescents’ Reading Performance: Evidence from Narrative Transportation on Multimodality Readings","authors":"Lan Fang, Xiangming Li","doi":"10.1080/07380569.2023.2173542","DOIUrl":"https://doi.org/10.1080/07380569.2023.2173542","url":null,"abstract":"Abstract There is a call for exploring the narrative transportation and reading performance among multimodality readings, i.e., single modality (text), dual modality (text + picture), and tri-modality (text + picture + audio). Altogether 42 junior high-school participants native in Chinese from an urban city in P.R. China were invited to the 90-minute experiment. The participants were administered English reading materials and a self-reported scale of transportation, along with a pretest to determine English proficiency level. The statistical analysis showed that (1) the transportation effect is highest in tri-modality readings, followed by that in dual and single modality readings. (2) There is no statistical difference between genders in relation to transportation effect. (3) Except for tri-modality reading, there is no statistical difference in relation to English proficiency for narrative transportation. The study results indicate that teachers could fully immerse students into narrative stories by pedagogically incorporating texts, pictures, and audios into reading materials.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43955010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-11DOI: 10.1080/07380569.2023.2172987
Mete Akcaoglu, Meryem Şeyda Özcan, Charles B. Hodges
Abstract As a key motivational factor that determines future teaching success with Computational Thinking (CT), in this cross-sectional survey study, we investigated if and how preservice teachers’ (n = 76) self-efficacy for CT teaching, their usage of CT tools, and their motivation (utility value) were (inter)related. Through a series of regression analyses, we identified the associations between the three variables and found support for existing theories in the CT preservice education context. Notably, we found that CT usage and CT UV were only associated through the mediation of self-efficacy, which seems to be the key component for usage. We propose that CT focused interventions targeting utility value and classroom practices and policies should be provided to give preservice teachers experience in using CT software/tools are key for teacher education institutions and CT implementation into curricula.
{"title":"Exploring the Relationship among Motivational Constructs and Preservice Teachers’ Use of Computational Thinking in Classrooms","authors":"Mete Akcaoglu, Meryem Şeyda Özcan, Charles B. Hodges","doi":"10.1080/07380569.2023.2172987","DOIUrl":"https://doi.org/10.1080/07380569.2023.2172987","url":null,"abstract":"Abstract As a key motivational factor that determines future teaching success with Computational Thinking (CT), in this cross-sectional survey study, we investigated if and how preservice teachers’ (n = 76) self-efficacy for CT teaching, their usage of CT tools, and their motivation (utility value) were (inter)related. Through a series of regression analyses, we identified the associations between the three variables and found support for existing theories in the CT preservice education context. Notably, we found that CT usage and CT UV were only associated through the mediation of self-efficacy, which seems to be the key component for usage. We propose that CT focused interventions targeting utility value and classroom practices and policies should be provided to give preservice teachers experience in using CT software/tools are key for teacher education institutions and CT implementation into curricula.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47943912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-08DOI: 10.1080/07380569.2023.2168146
Paula Rodríguez-Torrico, Sonia San-Martín, Nadia H. Jiménez
Abstract A major concern is how to tackle student smartphone addiction (SSA). First, however, analysis of the definition, causes, and consequences of SSA is necessary. There is a lack of consensus in this regard, and little research considers its multidisciplinary nature. This article first reviews the key literature across different disciplines. Based on this review, a conceptual model of SSA, its causes, and its consequences is proposed. Qualitative analysis is then used to explore this model empirically for the case of elementary and high school students. A total of 90 articles were reviewed. In addition, 33 in-depth interviews with experts and teachers from four European countries were conducted. The literature review shows the multifaceted nature of SSA. According to the literature, SSA is the result of biological, psychological, social, and technological factors and leads to health, performance, and social problems. The qualitative analysis identifies specific areas to develop this proposed conceptual model, based on the views of experts and teachers in relation to SSA.
{"title":"Smartphones, the new addiction: Causes and Consequences for Elementary and High School Students According to Teachers and Experts","authors":"Paula Rodríguez-Torrico, Sonia San-Martín, Nadia H. Jiménez","doi":"10.1080/07380569.2023.2168146","DOIUrl":"https://doi.org/10.1080/07380569.2023.2168146","url":null,"abstract":"Abstract A major concern is how to tackle student smartphone addiction (SSA). First, however, analysis of the definition, causes, and consequences of SSA is necessary. There is a lack of consensus in this regard, and little research considers its multidisciplinary nature. This article first reviews the key literature across different disciplines. Based on this review, a conceptual model of SSA, its causes, and its consequences is proposed. Qualitative analysis is then used to explore this model empirically for the case of elementary and high school students. A total of 90 articles were reviewed. In addition, 33 in-depth interviews with experts and teachers from four European countries were conducted. The literature review shows the multifaceted nature of SSA. According to the literature, SSA is the result of biological, psychological, social, and technological factors and leads to health, performance, and social problems. The qualitative analysis identifies specific areas to develop this proposed conceptual model, based on the views of experts and teachers in relation to SSA.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45732191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/07380569.2022.2157230
Shun Xu, Meixin Liu, Danni Ma
Abstract Improving the digital citizenship of secondary vocational students is critical for cultivating vocational talents in education. It is an inevitable requirement for modernizing vocational education. Focusing on social media competence, this study explores possible ways to improve the digital citizenship of secondary vocational students. A total of 469 secondary vocational students in Wuhan city, Hubei province, were investigated using questionnaires. The data analysis shows that the four dimensions of social media competence (technical use, content interpretation, content generation, and anticipatory reflection) significantly predict digital citizenship. On this basis, we propose four paths for improving the digital citizenship of secondary vocational students: creating a suitable environment for secondary vocational students to apply their skills in information technology; enhancing the ability of secondary vocational students to discriminate about information on the Internet; improving students’ interpersonal communication ability when dealing with technical support; building an early warning system for secondary vocational students’ behavioral perception.
{"title":"Exploring Secondary Vocational Students’ Digital Citizenship from the Perspective of Their Social Media Competence","authors":"Shun Xu, Meixin Liu, Danni Ma","doi":"10.1080/07380569.2022.2157230","DOIUrl":"https://doi.org/10.1080/07380569.2022.2157230","url":null,"abstract":"Abstract Improving the digital citizenship of secondary vocational students is critical for cultivating vocational talents in education. It is an inevitable requirement for modernizing vocational education. Focusing on social media competence, this study explores possible ways to improve the digital citizenship of secondary vocational students. A total of 469 secondary vocational students in Wuhan city, Hubei province, were investigated using questionnaires. The data analysis shows that the four dimensions of social media competence (technical use, content interpretation, content generation, and anticipatory reflection) significantly predict digital citizenship. On this basis, we propose four paths for improving the digital citizenship of secondary vocational students: creating a suitable environment for secondary vocational students to apply their skills in information technology; enhancing the ability of secondary vocational students to discriminate about information on the Internet; improving students’ interpersonal communication ability when dealing with technical support; building an early warning system for secondary vocational students’ behavioral perception.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49143933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.1080/07380569.2022.2157690
S. Perkmen, S. Toy, A. Caracuel
Abstract Despite decades of efforts to address all levels of barriers, promoting technology integration in schools continues to be challenging and one of the most active research areas in teacher education worldwide. There is a need to better understand the factors influencing teachers’ intentions to integrate technology. Current models may lack parsimony and are limited in practical implications. Therefore, the primary purpose of the current study was to develop a new model by extending social cognitive theory. to explain pre-service teachers’ technology integration intentions and to test its cross-cultural validity with Turkish and Spanish pre-service teachers. The participants were 135 (76 Turkish and 59 Spanish) pre-service teachers in the early childhood education department. Path analysis results supported the utility of the model and revealed that openness, facilitating conditions, self-efficacy, and outcome expectations are interrelated, and each plays a unique and complex role in explaining technology integration intentions. More importantly, multi-group invariance analysis test results revealed that the proposed model explained pre-service teachers’ technology integration intentions in Turkish and Spanish samples with the exception of only one path, from openness to outcome expectations. The current extended social cognitive theory model is concise, includes pertinent constructs from other theoretical frameworks and models, and offers practical implications for teacher educators.
{"title":"Extended Social Cognitive Model Explains Pre-Service Teachers’ Technology Integration Intentions with Cross-Cultural Validity","authors":"S. Perkmen, S. Toy, A. Caracuel","doi":"10.1080/07380569.2022.2157690","DOIUrl":"https://doi.org/10.1080/07380569.2022.2157690","url":null,"abstract":"Abstract Despite decades of efforts to address all levels of barriers, promoting technology integration in schools continues to be challenging and one of the most active research areas in teacher education worldwide. There is a need to better understand the factors influencing teachers’ intentions to integrate technology. Current models may lack parsimony and are limited in practical implications. Therefore, the primary purpose of the current study was to develop a new model by extending social cognitive theory. to explain pre-service teachers’ technology integration intentions and to test its cross-cultural validity with Turkish and Spanish pre-service teachers. The participants were 135 (76 Turkish and 59 Spanish) pre-service teachers in the early childhood education department. Path analysis results supported the utility of the model and revealed that openness, facilitating conditions, self-efficacy, and outcome expectations are interrelated, and each plays a unique and complex role in explaining technology integration intentions. More importantly, multi-group invariance analysis test results revealed that the proposed model explained pre-service teachers’ technology integration intentions in Turkish and Spanish samples with the exception of only one path, from openness to outcome expectations. The current extended social cognitive theory model is concise, includes pertinent constructs from other theoretical frameworks and models, and offers practical implications for teacher educators.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44808364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-12DOI: 10.1080/07380569.2022.2150067
Saman Ebadi, Mina Gholami, Shokoufeh Vakili
Abstract Online grammar checkers have increasingly been used in writing instruction to detect and remove English as a foreign language (EFL) learners’ grammatical errors. This study investigated the effects of the automated writing evaluation software Grammarly on Iranian EFL learners’ article errors which are common in EFL writing. Ninety Iranian students majoring in English language and literature were selected through convenience sampling. They were divided into three groups, with one receiving Grammarly and teacher feedback (experimental group 1), one receiving Grammarly feedback (experimental group 2), and one receiving teacher feedback (control group). Both descriptive and inferential statistics were employed to analyze the data. In addition, one-way ANOVA, frequency analysis, and thematic analysis were used to analyze the data from pretests/posttests, questionnaires, and interviews. The results showed that the Grammarly and teacher feedback group outperformed the other groups in the post-test. This study recommends that EFL teachers consider incorporating online grammar checkers into their EFL writing courses as writing assistant tools.
{"title":"Investigating the Effects of Using Grammarly in EFL Writing: The Case of Articles","authors":"Saman Ebadi, Mina Gholami, Shokoufeh Vakili","doi":"10.1080/07380569.2022.2150067","DOIUrl":"https://doi.org/10.1080/07380569.2022.2150067","url":null,"abstract":"Abstract Online grammar checkers have increasingly been used in writing instruction to detect and remove English as a foreign language (EFL) learners’ grammatical errors. This study investigated the effects of the automated writing evaluation software Grammarly on Iranian EFL learners’ article errors which are common in EFL writing. Ninety Iranian students majoring in English language and literature were selected through convenience sampling. They were divided into three groups, with one receiving Grammarly and teacher feedback (experimental group 1), one receiving Grammarly feedback (experimental group 2), and one receiving teacher feedback (control group). Both descriptive and inferential statistics were employed to analyze the data. In addition, one-way ANOVA, frequency analysis, and thematic analysis were used to analyze the data from pretests/posttests, questionnaires, and interviews. The results showed that the Grammarly and teacher feedback group outperformed the other groups in the post-test. This study recommends that EFL teachers consider incorporating online grammar checkers into their EFL writing courses as writing assistant tools.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46174430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1080/07380569.2022.2090756
R. Abdu, Benzi Slakmon
Abstract Computer simulations are considered efficient in supporting exploratory learning. This paper highlights instruction challenges and undesirable consequences on student learning in exploratory learning with computer simulations in classroom situations. A classroom with students who explore using simulations contains ideas explicated on several communicative channels. We use the professional noticing paradigm to demonstrate how a teacher’s ability to listen to students’ thinking via a brief encounter in real classroom setups can yield misconstrued interpretation of students’ activity and impede learning. We present a case study where a teacher listens to students’ thinking in building a model with a dynamic mathematics environment. We show how the teacher’s response exacerbated those local confusions in ways that compromised the lesson’s goals. We reflect on how the lesson’s design influenced these outcomes and survey technology and activity developments to support teachers’ noticing.
{"title":"Teachers’ Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations","authors":"R. Abdu, Benzi Slakmon","doi":"10.1080/07380569.2022.2090756","DOIUrl":"https://doi.org/10.1080/07380569.2022.2090756","url":null,"abstract":"Abstract Computer simulations are considered efficient in supporting exploratory learning. This paper highlights instruction challenges and undesirable consequences on student learning in exploratory learning with computer simulations in classroom situations. A classroom with students who explore using simulations contains ideas explicated on several communicative channels. We use the professional noticing paradigm to demonstrate how a teacher’s ability to listen to students’ thinking via a brief encounter in real classroom setups can yield misconstrued interpretation of students’ activity and impede learning. We present a case study where a teacher listens to students’ thinking in building a model with a dynamic mathematics environment. We show how the teacher’s response exacerbated those local confusions in ways that compromised the lesson’s goals. We reflect on how the lesson’s design influenced these outcomes and survey technology and activity developments to support teachers’ noticing.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45199579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-12DOI: 10.1080/07380569.2022.2127343
Florence Martin, Nicole Shanley, Nicole Hite, D. Pugalee, Manuel A. Pérez-Quiñones, L. Ahlgrim-Delzell, E. Hart
Abstract Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered.
{"title":"Professional Development Strategies and Recommendations for High School Teachers to Teach Computer Science Online","authors":"Florence Martin, Nicole Shanley, Nicole Hite, D. Pugalee, Manuel A. Pérez-Quiñones, L. Ahlgrim-Delzell, E. Hart","doi":"10.1080/07380569.2022.2127343","DOIUrl":"https://doi.org/10.1080/07380569.2022.2127343","url":null,"abstract":"Abstract Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49278791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-10DOI: 10.1080/07380569.2022.2124752
Akhmad Habibi, Yasir Riady, Ahmad Samed Al-Adwan, Nour Awni Albelbisi
Abstract The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control, behavioral intention, and behavior) and one extended variable, technological pedagogical and content knowledge or TPACK, were included in the proposed model. Data from 1,181 respondents were analyzed through the systematic steps of partial least square structural equation modeling (PLS-SEM) and importance-performance analysis (IPMA). The main findings support all hypotheses; the strongest relationship emerges between behavioral intention and behavior, while the weakest correlation was between TPACK and behavioral intention. All variable performances were satisfactory. The highest performance was attitudes (71.734); the lowest was TPACK (65.027). Broadly, the results indicate the greater importance of beliefs as opposed to knowledge in influencing behavior in relation to TI.
{"title":"Beliefs and Knowledge for Pre-Service Teachers’ Technology Integration during Teaching Practice: An Extended Theory of Planned Behavior","authors":"Akhmad Habibi, Yasir Riady, Ahmad Samed Al-Adwan, Nour Awni Albelbisi","doi":"10.1080/07380569.2022.2124752","DOIUrl":"https://doi.org/10.1080/07380569.2022.2124752","url":null,"abstract":"Abstract The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control, behavioral intention, and behavior) and one extended variable, technological pedagogical and content knowledge or TPACK, were included in the proposed model. Data from 1,181 respondents were analyzed through the systematic steps of partial least square structural equation modeling (PLS-SEM) and importance-performance analysis (IPMA). The main findings support all hypotheses; the strongest relationship emerges between behavioral intention and behavior, while the weakest correlation was between TPACK and behavioral intention. All variable performances were satisfactory. The highest performance was attitudes (71.734); the lowest was TPACK (65.027). Broadly, the results indicate the greater importance of beliefs as opposed to knowledge in influencing behavior in relation to TI.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43824178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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