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Beliefs, Self-Reported or Performance-Assessed TPACK: What Can Predict the Quality of Technology-Enhanced Biology Lesson Plans?
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- المؤلفون: von Kotzebue, Lena (ORCID von Kotzebue, Lena (ORCID 0000-0001-6056-8528)
- اللغة:
English
- المصدر:
Journal of Science Education and Technology. Oct 2022 31(5):570-582.
- الموضوع:
2022
- نوع التسجيلة:
Journal Articles
Reports - Research
- معلومة اضافية
- Peer Reviewed:
Y
- المصدر:
13
- Education Level:
Higher Education
Postsecondary Education
- الموضوع:
- الموضوع:
- الرقم المعرف:
10.1007/s10956-022-09974-z
- ISSN:
1059-0145
1573-1839
- نبذة مختصرة :
Digital technologies have the potential to increase the quality of instruction; however, using digital technologies does not necessarily guarantee high-quality teaching. Therefore, teachers need specific professional knowledge on how to use and implement digital technologies. Moreover, teachers need to know how beliefs about learning with digital technologies impact their teaching. Usually, knowledge and beliefs are assessed via self-report measures and in a subject-unspecific and isolated manner. The present study assesses biology-specific professional knowledge on the use of digital technologies (self-report and performance assessed) and beliefs together. Furthermore, these constructs were related to the quality of lesson plans on honeybees and analysed. Eighty-two biology teacher students from an Austrian university participated in the study. A path model revealed that self-assessed professional knowledge on the use of digital technologies was not a significant predictor of lesson planning quality. In contrast, performance-assessed knowledge and--to some extent--beliefs are significant predictors of the quality of lesson plans with technology integration. Thus, self-report measures on their own do not sufficiently predict the ability to engage in high-quality technology integration in the classroom.
- نبذة مختصرة :
As Provided
- الموضوع:
2022
- الرقم المعرف:
EJ1347131
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