Factors Affecting Teacher Readiness for Online Learning (TROL) in Early Childhood Education: TISE and TPACK

This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). 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Stewardship in Distance Education: A Comparative Analysis of Technologies that Support Student Learning

Effectively facilitating the growth of learners demonstrates prudent stewardship (Galatians 6:10; Genesis 2:15). As wise stewards of what God has entrusted to them, Christian educators are challenged to identify factors critical for supporting students’ learning in whatever environment they are teaching. When teaching in the online environment, this includes adopting technological applications to support learning. This study compared the use of two technological applications and their affect on student learning. Findings provided evidence that online graduate learners who used the combination of a content management system and e-conferencing system reported significantly higher perceptions of learning than learners who used only the content management system. Additional findings were not significant

The social impact and cultural issues affecting the e-learning performance in Libyan Higher Education institutes

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The antecedents of e-learning adoption within Italian corporate universities: A comparative case study

The implementation of Information and Communication Technologies (ICT) in business education appears to be influenced by a number of organizational issues, such as culture and technological sophistication. However, extant research has had very little to say about the antecedents that shape the adoption and diffusion of ICT across companies. In order to shed light on the phenomenon under investigation, this paper presents a comparative case study between five Italian companies that have instituted a corporate university. By distinguishing companies in typical cases and deviant cases with regard to the extensive use of e-learning technologies, our findings provide some useful insights about the antecedents that make companies more or less prone to employ the new frontiers of technology in their CUs

Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education

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Doctrina perpetua—translated variously as “forever learning” (Cryle, 1992, p. 27), “lifelong learning” and “lifelong education”—is the Latin motto of Central Queensland University (CQU), an Australian regional university with campuses in Central Queensland and the metropolitan and provincial cities of Brisbane, the Gold Coast, Melbourne and Sydney and with centres in China, Fiji, Hong Kong and Singapore. During its early development the institution was small and regional; in many ways it was an institution at the margins of higher education. For only a third of its 40-year life has it been recognised as a university. However, the vision of both its founders and its continuing staff has been that of an institution that actively brokers change, promotes innovation and seeks to transform marginalisation— for students, for its community and for itself. Its short life on the edge of the universe of higher education has promoted a culture of innovation and an acceptance that change is a necessary and positive aspect of life on the edge. Embracing change, CQU has become a complex institution, a notion well expressed in a speech in August 1999 by former Vice-Chancellor Lauchlan Chipman on Visioning Our Future: I have often remarked that I do not see CQU as “the last university of the old millennium” but rather as “the first university of the new millennium”. One of our greatest strengths in making the transition is our relative immaturity as a university. The more mature a university, especially if it is successful, the less agile it is when it comes to the need to change. So far as the future of universities and change is concerned, my position is unequivocally Heraclitean: change is the only thing that is permanent. Applying to itself the motto “doctrina perpetua” over its short life, the agile University has become a “complex and diverse organisation” (Danaher, Harreveld, Luck & Nouwens, 2004, p. 13). This overview of CQU seeks to provide readers with a short description of the current state of the institution and the story of its development to provide a context for understanding the chapters that follow, and to assist readers to reflect on how these developments at CQU relate to higher education generally, and to the universities with which they are more familiar

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Indexación: Scopus.The rise of technology’s influence in a cross-section of fields within formal education, not to mention in the broader social world, has given rise to new forms in the way we view learning, i.e. what constitutes valid knowledge and how we arrive at that knowledge. Some scholars have claimed that technology is but a tool to support the meaning-making that lies at the root of knowledge production while others argue that technology is increasingly and inextricably intertwined not just with knowledge construction but with changes to knowledge makers themselves. Regardless which side one stands in this growing debate, it is difficult to deny that the processes we use to research learning supported by technology in order to understand these growing intricacies, have profound implications. In this paper, my aim is to argue and defend a call in the research on ICT for a critical reflective approach to researching technology use. Using examples from qualitative research in e-learning I have conducted on three continents over 15 years, and in diverse educational contexts, I seek to unravel the means and justification for research approaches that can lead to closing the gap between research and practice. These studies combined with those from a cross-disciplinary array of fields support the promotion of a research paradigm that examines the socio-cultural contexts of learning with ICT, at a time that coincides with technology becoming a social networking facilitator. Beyond the examples and justification of the merits and power of qualitative research to uncover the stories that matter in these socially embodied e-learning contexts, I discuss the methodologically and ethically charged decisions using emerging affordances of technology for analyzing and representing results, including visual ethnography. The implications both for the consumers and producers of research of moving outside the box of established research practices are yet unfathomable but excitinghttp://www.ejel.org/volume15/issue1/p5