Examining the Factors Influencing Technology Integration in the Teaching-Learning Process: A Case Study

The present research aims to investigate the impact of the factors of technology-integrated attitude (TIA), computer self-efficacy (CSE), technological knowledge (TK), task-technology fit (TTF), teaching experience (TE) and technological pedagogical knowledge (TPK) on technology-integrated intention (TII) and provide a causal model tailored to the impact of these factors on TII in the teaching-learning process (TLP). The research is applied, and in terms of data acquisition method and data analysis, it is a descriptive, correlational research. The research was conducted among 370 high school teachers in Shiraz in 2017-2018. The questionnaire was used for the data acquisition. The path analysis method was used to analyze the research hypotheses. The results show that the variables of TK and CSE directly and indirectly, attitude toward integration and TTF directly and TPK indirectly had a significant impact on TII in the TLP. The highest impact is related to CSE and the lowest total impact to TK on TII in the TLP

The effects of instructional design based web course on pre-service teachers’ competencies

Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies

INDONESIAN EFL PRE SERVICE TEACHER’S PERCEPTIONS AND ACCEPTANCE OF THE USE OF TECHNOLOGY DURING A TEACHING PRACTICE

This research was conducted to find out the Indonesian EFL pre-service teachers’ perception and acceptance in using technology during a teaching practice. The research was used mix method research approach. The questionnaire and interview used as the instrument of research to the sixty Indonesian EFL pre service teachers. The research discovered that Indonesian EFL pre service teachers have positive perception and positive acceptance in using technology during teaching practice

Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia

This self-assessment study aims to investigate Saudi teachers’ knowledge about the three essential components of TPACK, technology, content, and pedagogy. A quantitative research design was employed. The sample included 111 males and 132 females; out of which, 116 were primary grade teachers, 55 were middle grade teachers, and 72 were secondary grade teachers. Around 32% of the teachers had teaching experience of between 10 and 20 years, and about 27% had teaching experience of between 5 and 10 years. A majority of the teachers reported that they had an average confidence level of knowledge relative to the TPACK framework. Certain differences existed amongst them on the basis of their gender, teaching subjects, and teaching experience. Statistically, a significant difference was shown between technological content knowledge and teaching experience. A recommendation resulting from the study was that the teachers ought to change their teaching style from traditional to effective learning approaches with the use of technology. Beyond this, the Ministry of Education ought to focus on providing both girls’ and boys’ schools with educational technologies, and teachers with effective technological training.Keywords: content; knowledge; pedagogy; Saudi Arabia; social media; teachers; teaching strategies; technological training; technology; TPACK framewor

Online Teaching Amid the Covid-19 Pandemic: How Self-Efficacious Pre-service EFL Teachers Are?

 The sudden transition from an in-person class to online education due to the Covid-19 pandemic is not a new thing. Subsequently, it encourages educators to keep accommodating an effective learning environment. Studies agree that having a high level of self-efficacy in online teaching stands among the fields that educators need to have since it influences their behavior and motivation. Concerning this fact, the study intends to explore the self-efficacy of 53 pre-service EFL teachers who have already accomplished their online teaching practice. By distributing a self-administrated questionnaire, data revealed that pre-service teachers had a high level of self-efficacy on teaching online. The highest self-efficacy level was related to technology integration (m=4.75), followed by communicative language teaching (CLT) (m= 4.39), pedagogy (m=4.35), and the last; self-management (m=4.26). The findings also addressed that they had high self-efficacy to employ various online platforms to support and motivate students in online learning. Contrastingly, they had the lowest self-efficacy for managing their workload when teaching online. Come to an end, the study offers implications for education and teachers training programs to prepare their graduates to be accustomed to teaching online, considering the latest education need due to the Covid-19 pandemic

Exploring pre-service teachers’ justifications for one-to-one technology use in schools: Implications for initial teacher education

peer-reviewedSet against the backdrop of a succession of educational technology policies in Ireland, influenced by international discourses, this study aimed to explore how Irish pre-service teachers justify the use of mobile technologies in schools. In order to achieve this, 23 pre service teachers were presented with a vignette that asked them to justify the use of a one-to one tablet initiative in school. The research found that pre-service teachers tended to justify the initiative, as they saw the increasing technification of schools and society as an inevitable process. In addition, they presented pragmatic reasons for using the technology rather than highlighting their educational/pedagogic value. This study points to the need to challenge pre-service teachers’ innovation-centric and techno-centric attitudes towards technology use. It also highlights the need for teacher educators, as a whole, to take a more active role in addressing this issue in teacher education programme

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

This study investigates the level of teacher self-efficacy (TSE) among 90 secondary preservice teachers (PSTs) before their first teaching practice and the factors which influenced their ratings. The Scale for Teacher Self-Efficacy (STSE) (Pfitzner-Eden, Thiel, & Horsley, 2014) was adapted by adding some open-ended questions. Data were analysed via SPSS and NVivo separately. Results show a relatively lower level of TSE compared with previous research and classroom management was of greatest concern. PSTs reported factors such as lacking teaching experience, previous informal teaching and other relevant experience, teacher education program, personal qualities and characteristics, and teacher-student relationship. Implications, limitations, and suggestions from the study are discussed

The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia

The purpose of this study is to investigate the relationship between the frequency of Social Media Usage (SMU) in an academic setting and Self-efficacy beliefs towards TK, TCK, TPK, and TPACK of Indonesian prospective science teachers. This research is quantitative based-research design using a self-administered survey. The research was conducted during the second semester of the academic year 2018/2019 from October to November 2018 in the Faculty of Mathematics and Natural Science of a State University located in Semarang City, Indonesia. The sample consists of 217 Indonesian prospective science teachers from the science and Biology Education Department. The result shows that the average Social Media Usage frequency has a statistically high correlation with TK Self-efficacy, TPK, and TPACK. However, in general, it does not correlate with TCK. Second, Social Media Usage for Download Media (DM), Searching Information (SI), and Entertainment and Motivation (EM) generally have a statistically medium correlation with TK, TPK, and TPACK for both male and female participants. Third, Social Media Usage for professional development (PD) has a medium correlation with TK and high correlation with TPK and TPACK. This study implies that training focuses on the application of social media in teaching, and learning should be integrated to improve Indonesian Prospective Science Teachers' TPACK