Investigating Variables Predicting Turkish Pre-service Teachers' Integration of ICT into Teaching Practices

Autor/inn/en	Aslan, Aydin; Zhu, Chang
Titel	Investigating Variables Predicting Turkish Pre-service Teachers' Integration of ICT into Teaching Practices
Quelle	In: British Journal of Educational Technology, 48 (2017) 2, S.552-570 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12437
Schlagwörter	Foreign Countries; Preservice Teachers; Technology Integration; Teaching Methods; Information Technology; Student Attitudes; Anxiety; Barriers; Pedagogical Content Knowledge; Prior Learning; Turkish; Social Sciences; Mathematics Instruction; Science Instruction; Technological Literacy; Predictor Variables; Preservice Teacher Education; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Schülerverhalten; Angst; Pädagogische Kompetenz; Vorkenntnisse; Türkisch; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisches Wissen; Prädiktor; Lehramtsstudiengang; Lehrerausbildung; Türkei
Abstract	Pre-service teachers need to acquire information and communications technology (ICT) competency in order to integrate ICT into their teaching practices. This research was conducted to investigate to what extent ICT-related variables--such as perceived ICT competence, perceived competence in ICT integration, attitudes toward ICT, anxiety around ICT usage, external barriers to ICT integration, ICT-related courses, pedagogical knowledge, and prior experience concerning the use of ICT--predict the dependent variable "integration of ICT into teaching practices" for pre-service teachers. Data were gathered from 599 pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics, and science in their fourth year of training programs. The study indicated that pedagogical knowledge, ICT-related courses, and perceived ICT competence significantly predicted integration of ICT into teaching practice. These three variables predicted and accounted for 17% of the integration of ICT into teaching practices. The findings of this study showed that pre-service teacher-training programs, especially pedagogical knowledge and ICT-related courses, have a significant effect in enabling pre-service teachers to use ICT in their teaching practices. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01