Teaching with and teaching about technology – Evidence for professional development of in-service teachers
Bibliographic Data
| ID | 21562811 |
|---|---|
| Authors | Josef Guggemos (0000-0003-0091-1341, University of St.Gallen, corresponding author), Sabine Seufert (0000-0002-3807-6460, University of St.Gallen) |
| Year | 2021 |
| Volume | 115 |
| Pages | 106613 |
| Publication date | 2021-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers in Human Behavior (JOURNAL) |
| Journal identifiers | ISSN: 0747-5632 • E-ISSN: 1873-7692 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.chb.2020.106613 |
| OpenAlex | W3096913070 |
| Language | EN |
| Citations received | 35 |
| References cited | 80 |
The digital transformation has implications for how and what to teach. For the purpose of professional development, the paper at hand presents a conceptual framework for predicting the use of technology as a means and as a content of instruction. It is informed by the TPACK framework and the ‘will, skill, tool’ model. The predictors are Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPACK), Technological Collaboration Knowledge (TCoK), and Attitudes. These constructs are measured by newly developed self-assessment instruments. Structural equation modeling using a sample of 212 in-service teachers from commercial schools in German-speaking Switzerland lend support to the soundness of the measurement instrument and the conceptual framework. Overall, 36% of the variance of the use of technology as a means and 45% of the variance for the use as the content of instruction can be explained. Mediation and multigroup analyses, a finite-mixture segmentation, comparisons of competing models, and factor score regression yielded evidence for the robustness of the conceptual framework
Business · Knowledge management · Mathematics education · Pedagogy · Professional development · Computer Science · Education and Technology Integration · Gender and Technology in Education · Literacy, Media, and Education · Psychology · Marketing
Knowledge management and its influence on academic performance at higher level, Peru
Technological pedagogical content knowledge
The role of personal and contextual factors when investigating technology integration in general and vocational education
Leading teachers' perspective on teacher-AI collaboration in education
Understanding the role of professional learning in teachers’ ICT integration
Uniting generic and content-specific instructional quality
From teacher to teacher-trainer
Teachers’ technological (pedagogical) knowledge–predictors for students’ ICT literacy
Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective
Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace
Educational Technology in Teacher Training
Finally Digital Natives? Changes in Media Use among Science Students during the Covid-19 Pandemic
Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers
Teachers’ Participation in Digitalization-Related Professional Development
Exploring multidimensional factors influencing teachers’ technology integration in K–12 education
Towards Intelligent-TPACK
Why do some teachers teach media literacy while others do not? Exploring predictors along the “will, skill, tool, pedagogy” model
Evolving Professionalism in the AI Era
Enhancing teacher collaboration for technology integration
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors
Adopt or abandon
Teaching with technology
Transformational leadership for technology integration in schools
Teacher-reported instructional quality in the context of technology-enhanced teaching
“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”
Professional digital competence beliefs of student teachers, pre-service teachers and teachers
The effects of formal and informal learning opportunities on teachers’ ICT-related attitudes and self-efficacy
School culture and teaching practices for the effective student- centred learning during emergency remote teaching
Unleashing digital superheroes
Teaching with digital games
Teachers' professional development on self-efficacy, attitudes, and digital competencies in the digital era
Does Community Engagement Boost Pre- and In-Service Teachers’ 21st-Century Skills? A Mixed-Method Study
Mind the gap
Exploring conditional factors in digital instructional development
The Impact of Communities of Practice on Professional Development Among Chinese Teachers
One lesson is all you need? Stability of instructional quality across lessons
What Reviewers Should Expect from Authors Regarding Common Method Bias in Organizational Research
Technological Pedagogical Content Knowledge (TPACK)
Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)
Testing Structural Equation Models or Detection of Misspecifications?
Testing measurement invariance of composites using partial least squares
The relation between 21st-century skills and digital skills
What is Technological Pedagogical Content Knowledge (TPACK)?
Understanding Technology Adoption
The technology acceptance model (TAM)
On the quest for validity
Demystifying computational thinking
Teachers’ pedagogical beliefs and their use of digital media in classrooms
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK
Technological pedagogical content knowledge – a review of the literature
Teacher collaboration
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge
Estimation issues with PLS and CBSEM
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
Assessing teacher candidates' general pedagogical/psychological knowledge
Teacher communities as a context for professional development
Ensuring Positiveness of the Scaled Difference Chi-square Test Statistic
The theory of planned behavior
Consumer Acceptance and Use of Information Technology
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
When to use and how to report the results of PLS-SEM
A checklist for testing measurement invariance
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Technological Pedagogical Content Knowledge
Technology-related knowledge, skills, and attitudes of pre- and in-service teachers
All the same or different? Revisiting measures of teachers' technology acceptance
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model
Chatbots for learning
A systematic review of the literature regarding socially assistive robots in pre-tertiary education
Digital competencies
Humanoid robots in higher education
Factors that explain the use of ICT in secondary-education classrooms
Professional Development in Integrating Technology Into Teaching and Learning
Preparing for Life in a Digital Age
Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience
Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design
TPACK updated to measure pre-service teachers’ twenty-first century skills
Those Who Understand
Heuristics versus statistics in discriminant validity testing
General pedagogical knowledge, self-efficacy and instructional practice
The myths of the digital native and the multitasker
Professional learning communities among vocational school teachers
Pedagogical Media Competencies of Preservice Teachers in Germany and the United States
Professional Development and Teacher Learning
The moderator–mediator variable distinction in social psychological research
The moderator-mediator variable distinction in social psychological research
Knowledge and Teaching
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
The Effects of Networked Professional Learning Communities
Reconsidering Baron and Kenny
| Unique citing works | 35 |
|---|---|
| Citations per year | 8,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 32 |