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ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION

Published on Jan 1, 2017in Journal of Baltic Science Education1.024
Martin Rusek2
Estimated H-index: 2
,
Dagmar Stárková1
Estimated H-index: 1
+ 1 AuthorsMartin Bílek4
Estimated H-index: 4
Abstract
  • References (37)
  • Citations (1)
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References37
Newest
2 Citations
#1Yi Fen Yeh (NTNU: National Taiwan Normal University)H-Index: 6
#2Tzu Chiang Lin (NTUST: National Taiwan University of Science and Technology)H-Index: 7
Last. Fti-Kwun HwangInstitution (NTNU: National Taiwan Normal University)H-Index: 11
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Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the longitudinal and multidimensional development of knowledge that teachers possess by interviewing 40 teachers with various backgrounds in subject content, years of teaching experience, and related award-winning records. An automated cluster analysis wa...
15 CitationsSource
#1Rebecca Vivian (University of Adelaide)H-Index: 9
#2Katrina Falkner (University of Adelaide)H-Index: 15
Last. Nickolas Falkner (University of Adelaide)H-Index: 13
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England and Australia have introduced new learning areas, teaching computer science to children from the first year of school. This is a significant milestone that also raises a number of big challenges: the preparation of teachers and the development of resources at a national scale . Curriculum change is not easy for teachers, in any context, and to ensure teachers are supported, scaled solutions are required. One educational approach that has gained traction for delivering content to large-sc...
33 CitationsSource
6 CitationsSource
#1Timothy Teo (UM: University of Macau)H-Index: 34
This study examines the factors that explain teachers' technology acceptance. A sample of 673 primary and secondary school teachers gave their responses to a 16-item technology acceptance measure for pre-service teachers (TAMPST). Results of this study showed teachers have a generally positive level of technology acceptance and that the TAMPST is a valid tool to be applied to teachers although it was originally developed to test pre-service teachers. Tests for measurement invariance and latent m...
43 CitationsSource
#1Martin BílekH-Index: 4
#2Veronika MachkovaH-Index: 2
Computer models have been penetrating the school chemistry instruction as a result of ICT implementation in education. The computer models of identical content differ in technical processing, interactivity type or degrees of freedom. We suppose that different characteristics provide impact on application the computer models into the process of instruction, on selection of pedagogic design of the lesson and learning objectives – reaching the objectives should be supported by the computer model. O...
1 Citations
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Information and communication technology (ICT) has become an inseparable part of schoolwork and a goal of education to prepare scientifically literate and digitally competent citizens. Yet the introduction of computers into school work has been much slower than its introduction in other spheres of life. Teachers’ lack of knowledge/skills and difficulty in integrating ICT into instruction affect the realization of computer-related goals in schools. Another hidden obstacle that can affect the intr...
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#1Sarah Prestridge (Griffith University)H-Index: 10
This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers' beliefs and attitudes to ICT as 'barriers' to ICT integration (Ertmer, Ottenbreit-Leftwich, & York, 2007; Higgins & Moseley, 2001; Loveless, 2003). This paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these beliefs to current pedagogical ref...
133 CitationsSource
#1Timothy Teo (NIE: National Institute of Education)H-Index: 34
Among the key players in any effective integration of technology in teaching and learning is the teacher. Despite the research that has been conducted to examine the factors that explain teachers' intention to use technology, few have developed a model to statistically explain the interactions among these factors and how they influence teachers' intention to use technology. Five variables (perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and attitude towards...
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Cited By1
Newest
#1Patrik Pucer (University of Primorska)H-Index: 2
#2Šarolta Godnič Vičič (University of Primorska)H-Index: 1
Last. Boštjan Žvanut (University of Primorska)H-Index: 4
view all 3 authors...
Source
#1Martin Rusek (Charles University in Prague)H-Index: 2
#2Vlastimil ChytrýH-Index: 1
Last. Linda Honskusová (Charles University in Prague)
view all 3 authors...
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