Adopting Technology in Schools: Modelling, Measuring and Supporting Knowledge Appropriation

Autor/inn/en	Ley, Tobias; Tammets, Kairit; Sarmiento-Márquez, Edna Milena; Leoste, Janika; Hallik, Maarja; Poom-Valickis, Katrin
Titel	Adopting Technology in Schools: Modelling, Measuring and Supporting Knowledge Appropriation
Quelle	In: European Journal of Teacher Education, 45 (2022) 4, S.548-571 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ley, Tobias) ORCID (Tammets, Kairit) ORCID (Sarmiento-Márquez, Edna Milena) ORCID (Leoste, Janika) ORCID (Poom-Valickis, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1937113
Schlagwörter	Technology Integration; Faculty Development; College School Cooperation; Partnerships in Education; Prediction; Social Influences; Teaching Methods; Teacher Attitudes; Technology Uses in Education; Middle School Teachers; Mathematics Education; Robotics; Preschool Teachers; Secondary School Teachers; Mathematics Teachers; Foreign Countries; Estonia + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Vorhersage; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Robotertechnik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathematics; Mathematik; Ausland; Estland
Abstract	Integration of technology in schools rests on effective teacher education programmes that help teachers create new teaching and learning methods and adopt them for classroom use. Social learning processes play a key role in this, but there is a lack of understanding of their role in technology adoption and in evidencing them in teacher education programmes. Using the knowledge appropriation model, we propose a self-report questionnaire instrument to evidence knowledge creation and learning practices during training. With a sample of N = 109 in-service teachers participating in the Teacher Innovation Laboratory, a teacher professional development programme that is built around school-university co-creation partnerships, we demonstrate the instrument to be reliable and to differentiate between groups who completed different programmes. The instrument predicted intended adoption of technology-enhanced learning methods beyond individual level constructs, highlighting the important role that social practices play for the eventual adoption of technologies in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01