A thorough understanding of how ICT support provided by teacher preparation programmes influences preservice teachers' technological pedagogical content knowledge (TPACK) has become increasingly ...essential. This study aimed at exploring the mediating role of ICT perception, perceived ICT competence and ICT self‐efficacy between university ICT support and preservice teachers' TPACK. Data were collected through an online self‐assessment questionnaire translated and adapted from existing studies and verified with confirmatory factor analysis (CFA). A total of 298 preservice teachers, who were senior students studying at three different normal universities in China, participated in this study. Structural equation modelling revealed the following: (a) university ICT support significantly predicted preservice teachers' ICT perception, perceived ICT competence and ICT self‐efficacy, but had no significant direct effects on their TPACK; (b) ICT self‐efficacy was a strong predictor of preservice teachers' TPACK and ICT perception was a weak one, while perceived ICT competence did not predict TPACK at all; and (c) among three potential mediators, ICT self‐efficacy mediated the most effects of university ICT support on preservice teachers' TPACK. These findings demonstrate strong positive effects of institutional support on preservice teachers' TPACK development, which was strongly underestimated in previous studies. Findings suggest normal universities should create practical opportunities for preservice teachers to perceive the power of technology, especially opportunities that could improve preservice teachers' self‐efficacy while applying technology into instruction.
Practitioner notes
What is already known about this topic
ICT support from schools is an essential precondition while enhancing in‐service teachers' motivation to apply ICT into instruction.
Research revealing how ICT support provided by teacher preparation programmes affects preservice teachers' TPACK is absent.
What the paper adds
This study adds to the previous literature by exploring the mediating role of ICT perception, perceived ICT competence and ICT self‐efficacy in the relationship between university ICT support and preservice teachers' TPACK.
This study found that university ICT support significantly predicted preservice teachers' ICT perception, perceived ICT competence and ICT self‐efficacy, but had no significant direct effects on their TPACK.
Among the three potential mediators, ICT self‐efficacy mediated the most effects of university ICT support on preservice teachers' TPACK.
Implications for practice and/or policy
Normal universities need to provide effective and professionally targeted ICT support to meet preservice teachers' needs.
The mediating role of ICT self‐efficacy should be highlighted on the path from university ICT support to TPACK.
In modern conditions, the competitiveness of an organization both in the domestic and foreign markets largely depends on the level of digitalization of all its business processes. This makes it ...necessary to assess the degree of development of information and communication technologies in an organization, compare it with competitors, with the values that have developed in a certain type of economic activity, and finally with the level achieved by the national economy as a whole. The study concludes that it is necessary to introduce a methodology for assessing the level of ICT development in an organization, which would allow obtaining objective comprehensive data on the digitalization processes taking place in individual organizations, but at the same time would make it possible to aggregate results at the sectoral, regional and national level. The purpose of this work is to develop a methodology for assessing the level of digitalization in organizations of the Republic of Belarus by adapting the methodology for calculating the International Information and Communication Technology Development Index (IDI). In the development of this methodology and its transformation to the level of the organization as separate sub-indexes, the following are proposed: ICT in business processes, ICT infrastructure, ICT skills, ICT security, ICT innovations. The author's opinion on the set of indicators forming the designated subindexes is proposed. В современных условиях конкурентоспособность организации как на внутреннем, так и на внешнем рынке во многом зависит от уровня цифровизации всех ее бизнес-процессов. Это вызывает необходимость оценки степени развития информационно-коммуникационных технологий в организации, сопоставления ее с конкурентами, со значениями, сложившимися в определенном виде экономической деятельности, и, наконец, с уровнем достигнутым наци- ональной экономикой в целом. В исследовании сделан вывод о необходимости внедрения методики оценки уровня развития ИКТ в организации, которая позволила бы получать объективные комплексные данные о процессах цифровизации, происходящих в отдельных организациях, но в то же время давала бы возможность агрегирования результатов на отраслевом, региональном и общенациональном уровне. Целью данной работы является разработка методики оценки уровня цифровизации в организациях Республики Беларусь путем адаптации методики расчета международного индекса развития информационно-коммуникационных технологий (IDI). В развитие указанной методики и трансформации ее на уровень организации в качестве отдельных субиндексов предложены: ИКТ в бизнес-процессах, инфраструктура ИКТ, навыки в области ИКТ, безопасность ИКТ, инновации в области ИКТ. Предложено авторское мнение относительно набора показателей, формирующих обозначенные субиндексы.
In this paper, we develop a set of research hypotheses concerning the effects of six groups of factors on firms' behavior during the 2008 global economic crisis with respect to ICT investment: three ...groups of internal factors (overall firm resource endowment, ICT-related resource endowment, ICT-related capabilities) and three groups of factors (competition, liquidity problems, macroeconomic conditions concerning demand). These research hypotheses are tested using data from Greek firms for the economic crisis period 2009-2014.
The study examined the direct and indirect influence of information communication technology (ICT)-integrated curriculum content, material, and teaching strategies on ICT competencies of students in ...blended learning. The ICT-integrated teaching strategies were used as a mediator in between the relationships of curriculum content, material, and ICT competencies. We used a survey questionnaire containing 26 items on the variables of research in this study. The data were collected from six universities in the Hunan Province of China. The target population consisted of undergraduate students of blended learning. In total, 486 participants participated in the study. Partial least squares-structural equation modeling (PLS-SEM) was applied to measure the relationships among variables. The results revealed that there were significant and positive relationships among ICT-integrated curriculum content, material, teaching strategies, and ICT competencies of students. Furthermore, it was also revealed that ICT-integrated teaching strategies in blended learning mediated the relationships in between ICT integrated curriculum content, material, and ICT competencies. It was concluded that the effective curriculum content, curriculum material, and teaching strategies are the critical predictors of ICT competencies. Moreover, teaching strategies worked as an intervening factor between the curriculum content, curriculum material, and ICT competencies. The practical implications and directions for future research are also presented in this study.
In Japan, the utilization of advanced technologies such as information and communication technology (ICT) and the Internet of Things (IoT) in fisheries has been promoted since the 2010s. However, the ...dissemination of these innovative technologies to the fishery industry has not progressed smoothly. In this study, we used the example of “Ubiquitous Navi,” a pilot technology introduced in Rebun, Hokkaido, to examine the actual situation and promote its dissemination. From a questionnaire survey and interviews with fishermen, we found that dissemination of this technology has stagnated mainly due to low awareness and low perception of its benefits. This study suggests that it is important to make fishermen aware of the existence and advantages of innovative technology to promote its dissemination. Technical development and improvement are important for achieving “smart fisheries” but it is also crucial to inform the existence of new technology and its advantages for fishermen.
This study models the essential factors for a teacher to effectively incorporate ICT into mathematics instruction. An attempt is made to understand how the parameters; will (positive attitudes), ...skill (ICT competence), tool (access to ICT tools) and pedagogy (teaching style and confidence in skill) (WSTP) vary among mathematics teachers and predict the impact on ICT integration. Well validated instruments spanning the areas of attitudes, competencies, access, pedagogy and technology integration proficiencies were used to collect data from 92 mathematics teachers. Based on the conduct of Partial least squares structural equation modelling (PLS-SEM), the results showed significant positive correlations among the will, skill, tool and pedagogy parameters and the stages of adoption of teachers’ use of ICT. The predictive ability of the factors indicated 21% proportion of variance explained by WSTP in the adoption of ICT. Further, the results indicated that Tool was the strongest predictor of ICT integration. Thus, the study asserts that if mathematics teachers in the context will integrate ICT effectively in teaching, then increasing access to ICT tools should be a priority of Ghanaian senior high schools. Further, insights into understanding ICT usage in the mathematics classroom contexts are discussed.
The ability to use information and communication technologies (ICT) is essential for private and vocational participation in society. Although motivational facets play an important role in developing ...ICT knowledge and skills, only few studies assessing computer-related knowledge and skills present a comprehensive concept on these motivational facets. This article addresses this issue by presenting the construction and first validation of an ICT motivation inventory on the basis of social cognitive theory. The focus of this newly developed concept is to predict computer-related knowledge and skills. Its theoretically deduced dimensions of three ICT-related usage motives (instrumental, hedonic and social interaction), ICT-related selfefficacy, and ICT-related self-regulation were analyzed in a study assessing N = 323 German students between 16 and 27 years of age. Confirmatory factor analyses supported the assumed dimensional structure in the form of a hierarchical five-factor model. The reliability and construct validity of the measure were explored. As expected, the ICT motivation inventory dimensions were related to individual differences in ICT Literacy and relevant person characteristics (social background, need for cognition) (Orig.).
Few empirical studies investigate the impact of pre-service teachers' background and ICT profile in combination with the support they receive from their teacher training institution on their ICT ...competencies. Moreover, research focusing on preparing future teachers for ICT integration is generally limited to the impact of one single strategy. Therefore, the aim of this study was to test a model to explain pre-service teachers' perceived ICT competencies that integrates pre-service teachers' background characteristics (age and gender), their ICT profile (e.g., attitudes towards ICT) and the multiple strategies pre-service teachers experience in their teacher training institution: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) continuous feedback. Based on a survey among 931 final-year pre-service teachers in Flanders (Belgium), the multilevel analyses indicated a positive association between the strategies and pre-service teachers' ICT competencies. The more pre-service teachers perceive the occurrences of the strategies during their teacher education, the higher their perceived competence to use ICT for learning processes and to strengthen their instructional practice. Gender and age did not affect pre-service teachers' ICT competence for educational practice. Furthermore, the results revealed a positive impact of pre-service teachers’ attitudes towards ICT (in education) and ease of use, on their ICT competence for educational practice. These results can provide guidance for the preparation of pre-service teachers for the 21st century learning environments with new technologies.
•Idenitification of a multilevel approach to prepare pre-service teachers for ICT.•Pre-service training can affect pre-service teachers' ICT competencies.•Pre-service teachers' ICT-related characteristics affect their ICT competencies.•Gender and age did not affect pre-service teachers' ICT competencies.
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