"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"

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

摘要

本研究探讨高中学习活动中科技整合的模式。数据是通过瑞士的一项在线调查收集的。通过潜在侧面分析，得出了三种不同的教师侧面。1型教师（数字演示者）；N = 896)主要集成技术来呈现内容；外形2(数字激活器；N = 979)使用技术进行演示，并允许学生与材料互动；概况3(数字建构主义者；N = 213)强调学生与技术的互动，以产生新的知识，而不是呈现内容。此外，我们还调查了教师的技术教学内容知识（TPCK）和对技术的积极信念如何预测档案成员。结果表明，TPCK和积极信念与个人形象的归属相关。本研究概述了教师中不同的技术整合概况，并强调了TPCK和信念在塑造这些实践中的作用。

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

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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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.