16 SES 13 A, Information Technology in Primary and Secondary Education: A synthesis of International research Part 2
Symposium continued from 16 SES 12 A
In this contribution attitudes, competencies and dispositions that are important for the effective integration of information technology are presented for both teaching (for educators) and learning (for students). Attitudes and competencies were previously viewed as related but independent entities. Now they are typically contextualized as part of an integrated whole. As the quantity and capacity of information technology (IT) in schools continues to increase, it will be important to explore the practical strategies that best support teachers in articulating their dispositions and addressing them when they interfere with their efforts to use ICT for teaching and learning. Presenters at this symposium will discuss how mediating variables have emerged to a status of their own. Brief summaries of the key points from this section are as follows: • The evolving role of attitudes and competencies in ICT in education has become apparent over over the past decade, since the publication of the 1st edition of the handbook. • Clear designations of information and communication competences for students are hampered by discrepancies between theoretical and empirical dimensionality of ICT competences with the assessment of mastery not matching the objectives of the curriculum intended to be measured. • The Influence of ICT use on students’ information literacy has been mostly studied through correlational rather than causal inferences techniques. However there a noteworthy exceptions, especially in Japan. • The interaction of psychological constructs with IT-enhanced teaching and learning is becoming a prominent area of research to maximize the positive effect of IT-based applications in the classroom. These constructs include teacher change, teacher knowledge, and pedagogical beliefs, as well as affective constructs relevant to both teachers and students, such as autonomy, creativity, flexibility, motivation, satisfaction and self-efficacy.. • Research on ICT dispositional factors and relationship to ICT practices suggests that a teacher’s self-efficacy, attitudes, openness to change, and pedagogical beliefs each have a relationship with a teacher’s use of ICT for teaching and learning. • Instructional technology integration models and frameworks that focus on diffusion of innovations, competencies, and attitudes inform teacher adoption of technologies that support the integration of technology into student learning experiences in K-12 school settings. • A large number of reliable and valid instruments to measure teacher attitudes, competencies, and pedagogical practices judged to be important for effectively integrating technology into the classroom have emerged over the past decade.
Knezek, G., & Christensen, R. (2018). The evolving role of attitudes and competencies in ICT in education. In J. Voogt, G. Knezek, R. Christensen & K-W Lai (Eds.). The Handbook of Information Technology in Primary and Secondary Education. Cham, Switzerland: Springer International Publishing. Aesaert, K., & van Braak, J. (2018). Information and communication competences for students. Ibid. Sakamoto, A. (2018). The influence of ICT use on students’ information literacy. Ibid. Katz, Y. (2018). The interaction of psychological constructs with information technology-enhanced teaching and learning. Ibid. Ottenbreit-Leftwich, A., Kopcha, T., & Ertmer, P. (2018). ICT dispositional factors and relationship to ICT practices. Ibid. Niederhauser, D., & Lindstrom, D.L. (2018). Instructional technology integration models and frameworks: Diffusion, competencies, attitudes, and dispositions. Ibid. Christensen, R., & Knezek, G. (2018). Measuring teacher attitudes, competencies and pedagogical practices in support of student learning and classroom technology integration.). Ibid.
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