Differences in pre‐service teachers' knowledge and readiness to use ICT in education.
Abstract: The aim of this paper is to provide insights into differences between pre‐service teachers based on the areas of technological pedagogical content knowledge (TPACK) and the areas of theory of planned behaviour (TPB) in the context of using information and communication technology in educat...
| Published in: | Journal of Computer Assisted Learning Vol. 34; no. 2; pp. 174 - 183 |
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| Main Authors: | , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Apr2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128312182&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128312182 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2018 vid: 34 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 128312182 128312182 128312182 10.1111/jcal.12225 128312182 ppf: 174 ppct: 9 formats: tig: atl: Differences in pre‐service teachers' knowledge and readiness to use ICT in education. aug: au: Valtonen, Teemu Kukkonen, Jari Kontkanen, Sini Mäkitalo‐Siegl, Kati Sointu, Erkko affil: University of Eastern Finland, Finland sug: subj: Teachers Education Computer-Assisted Instruction Finland Ajzen's Theory of Planned Behavior Finland Human One-Way Analysis of Variance Funding Source Attitude to Computers Conceptual Framework Questionnaires Confidence Intervals Post Hoc Analysis ab: Abstract: The aim of this paper is to provide insights into differences between pre‐service teachers based on the areas of technological pedagogical content knowledge (TPACK) and the areas of theory of planned behaviour (TPB) in the context of using information and communication technology in education. The target group consisted of 267 first‐year pre‐service teachers at 3 Finnish universities. Differences between pre‐service teachers were outlined using cluster analysis based on their knowledge of different TPACK areas (the respondents' weak and strong areas). To see how the TPB areas aligned with the 4 TPACK clusters, 1‐way analysis of variance was used. Statistically significant differences between the 4 clusters were found in all the TPB areas except subjective norms. These results provide insights into the differences among pre‐service teachers in the context of TPACK and the TPB. They also suggest that instead of considering pre‐service teachers as one homogenous group, we need to understand the variations among their abilities and knowledge in order to be able to provide them with support they need within teacher education. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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