“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education Pub Date : 2024-12-14 DOI:10.1016/j.compedu.2024.105225

Chiara Antonietti, Tessa Consoli, Maria-Luisa Schmitz, Alberto Cattaneo, Philipp Gonon, Dominik Petko

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引用次数: 0

Abstract

This study explores patterns of technology integration in upper secondary school learning activities. Data were collected via an online survey in Switzerland. Through latent profile analysis, three distinct teacher profiles emerged. Teachers in Profile 1 (digital presenters; N = 896) mainly integrated technology to present content; Profile 2 (digital activators; N = 979) used technology for presentation and allowed students to interact with materials; Profile 3 (digital constructivists; N = 213) emphasized student interaction with technology to generate new knowledge over presenting content. Additionally, we investigated how teachers’ technological pedagogical content knowledge (TPCK) and positive beliefs about technology predict profile membership. The results showed that TPCK and positive beliefs are associated with belonging to a profile. This study outlines distinct technology integration profiles among teachers and highlights the role of TPCK and beliefs in shaping these practices.

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"数字建构者、激活者还是展示者？瑞士高中教师技术整合的不同特征"

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Computers & Education 工程技术-计算机：跨学科应用

CiteScore

27.10

自引率

5.80%

发文量

204

审稿时长

42 days

期刊介绍： Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.