A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
The impact of digital pedagogy training on in-service teachers' attitudes towards digital technologies
Tekijät: Pongsakdi Nonmanut, Kortelainen Arto, Veermans Marjaana
Kustantaja: SPRINGER
Julkaisuvuosi: 2021
Journal: Education and Information Technologies
Tietokannassa oleva lehden nimi: EDUCATION AND INFORMATION TECHNOLOGIES
Lehden akronyymi: EDUC INF TECHNOL
Sivujen määrä: 14
ISSN: 1360-2357
eISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-021-10439-w
Verkko-osoite: https://link.springer.com/article/10.1007/s10639-021-10439-w
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/53419749
To prepare schools for the demands of the twenty-first century, teachers have been challenged to expand their use of digital technologies in their teaching. This study is a part of OpenDigi, which aimed to create teachers' communities for enhancing digital pedagogy skills and the use of digital assessment tools. The aim of this study is to investigate the impact of digital pedagogy training on in-service teachers' attitudes towards digital technologies. Self-report questionnaires were collected from 98 elementary and lower secondary school in-service teachers in southern Finland. A total of 22 in-service teachers completed both pre- and post-test. The results showed that the impact of the digital pedagogy training depended on teachers' ICT confidence level. Teachers who had low confidence in ICT use showed an increased ICT confidence level after the programme, while teachers who already had high confidence in ICT use showed no significant changes in their confidence level. Moreover, the results indicated that the need for ICT support was lower after the training for the teachers in high confidence group, while there were no significant changes in the need for ICT support for the teachers in the low confidence group. These results suggested that the training could fulfil teachers' needs for ICT support, particularly for the teachers in the high confidence group. The challenges teachers face in expanding the use of digital technologies in practice and their commitment to the digital culture are discussed.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
