Investigating Computer Application Technology Teachers' Procedural Knowledge and Pedagogical Practices in ICT- Enhanced Classrooms.
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 (exp...
| Publicado en: | Africa Education Review Vol. 16; no. 1; pp. 1 - 19 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Feb2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=136822195&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 136822195 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18146627 37EZ jtl: Africa Education Review issn: 18146627 maglogo: N pubinfo: dt: Feb2019 vid: 16 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 136822195 10.1080/18146627.2017.1394516 ppf: 1 ppct: 18 formats: tig: atl: Investigating Computer Application Technology Teachers' Procedural Knowledge and Pedagogical Practices in ICT- Enhanced Classrooms. aug: au: Adegbenro, Janet B. Olugbara, Oludayo O. affil: University of South Africa Durban University of Technology, South Africa su: Application software Information & communication technologies Continuing education Career development Educational technology sug: subj: Application software Information & communication technologies Continuing education Career development Educational technology keyword: e-skills Further Education and Training colleges technology integration ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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