Teachers’ exposure to professional development and the quality of their instructional technology use
The mediating role of teachers’ value and ability beliefs
Datos Bibliográficos
| ID | 21743939 |
|---|---|
| Autores | Margaret A Bowman (0000-0003-2055-0408, The Ohio State University, autor de correspondencia), Vanessa W Vongkulluksn (0000-0003-1864-5205, University of Nevada, Las Vegas), Zilu Jiang (0000-0003-1341-4766, The Ohio State University), Kui Xie (0000-0002-7173-4859, The Ohio State University) |
| Año | 2022 |
| Volumen | 54 |
| Número | 2 |
| Páginas | 188-204 |
| Fecha de publicación | 2022-03-15 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Research on Technology in Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2020.1830895 |
| OpenAlex | W3107589039 |
| Idioma | EN |
| Citas recibidas | 37 |
| Referencias citadas | 43 |
One way to help teachers use technology effectively is through professional development (PD). However, understanding of how exposure to PD relates to teachers’ personal characteristics is limited. The purpose of this research was to investigate the relationships among PD exposure, teachers’ abilities and values, and teachers’ quality of technology integration according to Bloom’s taxonomy. By surveying 724 middle and high school teachers, and using structural equation modeling, this study showed that values mediate the influence of PD exposure on technology integration. Results suggest that PD may be most effective when targeting improving teachers’ values in addition to enhancing technology-related skills
Educational technology · Faculty Development · Mathematics education · Pedagogy · Professional development · School teachers · Structural equation modeling · Technology integration · Computer Science · Education and Technology Integration · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
Coursework, field experiences, and the technology beliefs and practices of preservice teachers
When barriers are not an issue
A multilevel investigation into teacher-supported student use of technology in East Asian classroom
Teaching with technology
Beyond Good Intentions
Understanding the role of professional learning in teachers’ ICT integration
What Can We Learn about Science Teachers’ Technology Use during the Covid-19 Pandemic
Research on the Different Manifestations of Tan Kah Kee's Educational Dream in Several Historical Periods in China (1913-1961)
Indifferent, skeptical, ambivalent, moderate, and enthusiastic
Examining TPACK Enactment in Elementary Mathematics with Various Learning Technologies
A Qualitative Descriptive Study of Teachers’ Beliefs and Their Design Thinking Practices in Integrating an AI-Based Automated Feedback Tool
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Primary Teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda
Exploring teacher perspectives on contemporary complexities in K-12 ICT integration
Engaging learners in the emergency transition to online learning during the Covid-19 pandemic
Primary school teachers’ attitudes toward technology use and stimulating higher-order thinking in students
Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms
Examining teachers’ deep and shallow AIoT integration
The role of personal and contextual factors when investigating technology integration in general and vocational education
A latent profile analysis of teachers’ knowledge about and perceived usefulness of computational thinking and how teacher profiles relate to student achievement
Early and late adopter effects between schools in a one-to-one computer initiative
Teachers and sustainability education
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Beyond TPACK
Sources of Professional Learning and K‐12 Teachers' Instructional Practices in Promoting Informal Digital Learning of English
The influence of teachers’ beliefs and experience on effective instructional practices in online learning environments
Examining the determinants of teacher self-efficacy to teach digital technologies in Australian schools
The roles of peer learning and professional learning in the quantity and quality of teachers’ perceived technology use
Relationship between geographical factors and digital skills development among school administrators
How Technology Integration Beliefs Influence Chinese Teachers' Diversified Assessment Practices
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption
Policy drivers and barriers to inclusive EdTech adoption in special education
Technology-mediated online EMI professional development
Professional development responses to digital education barriers in primary schools
Modeling the Effects of Interrelations Among External Support and Internal Factors on Teachers’ ICT Integration Ability in Less Developed Areas of China
Integrating technology into K-12 teaching and learning
The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration
Situational interest, computer self‐efficacy and self‐regulation
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Teacher beliefs and technology integration practices
Measuring Cognitive Engagement With Self-Report Scales
Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development
An introduction to hierarchical linear modeling
Learning in One-to-One Laptop Environments
Teacher Technology Change
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Making sense of Cronbach's alpha
Expectancy–Value Theory of Achievement Motivation
Factors affecting technology integration in K-12 classrooms
The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs
Professional Development in Integrating Technology Into Teaching and Learning
Addressing first- and second-order barriers to change
Understanding Technology Literacy
Cronbach's alpha reliability
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The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Understanding teacher technology integration from expectancy-value perspectives
Research Methods in Clinical Psychology
Principles and Practice of Structural Equation Modeling
A Revision of Bloom's Taxonomy
| Obras citantes distintas | 37 |
|---|---|
| Citas por año | 7,4 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 33 |