Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice

Autor/inn/en	Agyei, Douglas D.; Voogt, Joke
Titel	Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice
Quelle	In: Australasian Journal of Educational Technology, 30 (2014) 1, S.92-105 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Beginning Teachers; Transfer of Training; Educational Technology; Educational Environment; Active Learning; Teacher Education; Mathematics Instruction; Technology Uses in Education; Professional Development; Knowledge Level; Skill Development; Cooperation; Design; Student Characteristics; Questionnaires; Interviews; Check Lists; Learning Activities; Teacher Competencies; Mixed Methods Research; Ghana + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Training; Transfer; Ausbildung; Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aktives Lernen; Lehrerausbildung; Lehrerbildung; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Co-operation; Kooperation; Fragebogen; Interviewing; Interviewtechnik; Checkliste; Lernaktivität; Lehrkunst
Abstract	This study examined 100 beginning teachers' transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by "learning technology by collaborative design" in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program, (ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10