Investigating Computer Application Technology Teachers' Procedural Knowledge and Pedagogical Practices in ICT-Enhanced Classrooms

Autor/inn/en	Adegbenro, Janet B.; Olugbara, Oludayo O.
Titel	Investigating Computer Application Technology Teachers' Procedural Knowledge and Pedagogical Practices in ICT-Enhanced Classrooms
Quelle	In: Africa Education Review, 16 (2019) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adegbenro, Janet B.) ORCID (Olugbara, Oludayo O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1394516
Schlagwörter	Educational Technology; Technology Uses in Education; Teacher Competencies; Knowledge Base for Teaching; Technological Literacy; College Faculty; Beginning Teachers; Experienced Teachers; Foreign Countries; Pedagogical Content Knowledge; South Africa + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Technisches Wissen; Fakultät; Junior teacher; Junglehrer; Ausland; Pädagogische Kompetenz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Helping beginner and veteran teachers to develop technological knowledge and skills in how to use new information and communications technologies (ICTs) to teach is a critical component of teacher preparation in this digital age. This article reports on a study in which 117 beginner and veteran (experienced) Computer Application Technology (CAT) teachers at 11 government Further Education and Training (FET) colleges in Gauteng, South Africa, completed a 65-item questionnaire. The questionnaire addressed 13 knowledge constructs, using a 5-point scale which addressed the nature and context of CAT teachers' procedural, functional and pedagogical content knowledge (PrFPACK) in an ICT-enhanced classroom. Additional data was solicited using classroom observation and interviews to understand CAT teachers' PrFPACK and e-skills in the use of ICT resources. The data was analysed using confirmatory factor analysis and thematic analysis. The research findings revealed a number of significant differences in beginner and veteran CAT teachers' PrFPACK. The results of the study confirmed that professional development of beginner and veteran teachers in the use of new ICTs in the digital age should be an ongoing effort in all educational institutions. It is imperative to train both beginner and veteran CAT teachers in an innovative method of teaching with ICT resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01