Literaturnachweis - Detailanzeige
| Autor/inn/en | Agyei, Douglas D.; Voogt, Joke M. |
|---|---|
| Titel | Exploring the Potential of the Will, Skill, Tool Model in Ghana: Predicting Prospective and Practicing Teachers' Use of Technology |
| Quelle | In: Computers & Education, 56 (2011) 1, S.91-100 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0360-1315 |
| DOI | 10.1016/j.compedu.2010.08.017 |
| Schlagwörter | Foreign Countries; Developing Nations; Technology Integration; Educational Technology; Anxiety; Preservice Teachers; Mathematics Teachers; Teacher Competencies; Adoption (Ideas); Preservice Teacher Education; Computer Uses in Education; Computer Attitudes; Student Attitudes; Predictive Measurement; Predictor Variables; Teacher Attitudes; Access to Computers; Ghana |
| Abstract | Research has shown that "will" (positive attitudes), "skill" (technology competency), and "tool" (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study focuses on the "will," "skill" and "tool" as essential measures for the predictability of technology integration, reported by the study participants and measured by stages of adoption of teachers in Ghana. Attempts are made to explore the extent to which these parameters differ among the teachers and also influence technology integration. Furthermore, the parameters are proposed for use in modelling the process of technology integration for these teachers. Well validated instruments spanning the areas of attitudes, competencies, access and technology integration proficiencies were used to collect data from 120 mathematics prospective teachers and 60 practicing mathematics teachers from Ghana. The data was analyzed using regression analysis. The results indicated that lack of teacher anxiety was the most important dimension of attitudes, and that skill is the strongest predictor of classroom integration of technology for the teachers. Significant differences existed between practicing and prospective teachers' computer anxieties, competencies, and access levels. (Contains 7 tables and 1 figure.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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