International Journal of Modern Education and Computer Science (IJMECS)
IJMECS Vol. 16, No. 2, 8 Apr. 2024
Cover page and Table of Contents: PDF (size: 660KB)
Factors Affecting the Fostering of Information and Communications Technology Application in Teaching for Teacher by the Blended Learning Model
PDF (660KB), PP.58-71
Views: 0 Downloads: 0
Author(s)
Index Terms
Fostering, professional expertise, information and communications technology, teachers, blended learning
Abstract
Through the Blended Learning model, this study explores the factors affecting fostering of information and communications technology (ICT) applications in teaching for teachers in the Northern midland and mountainous provinces of Vietnam. The survey is designed to be uploaded to the Learning Management System (LMS) system and requires learners to answer online after completing the course. Influential factors are considered, including 9 groups formed from 45 questions (independent variables). The independent variables are evaluated based on the 5-level Likert score bar. This study uses Cronbach's alpha to determine the reliability of the questions. The survey received responses from 1484 teachers who completed the course in the northern midland and mountainous provinces. After removing the answers with no statistical significance, the remaining samples included in the analysis through SPSS software were 558. The results of the EFA analysis retain 29 observed variables and indicate 7 factors affecting the fostering of ICT application in teaching for teachers. Next, using CFA (Confirmatory Factor Analysis), the study removed 02 more observed variables and pointed out 7 factors affecting the effectiveness of fostering information technology application in teaching for teachers, includes (i) Training methods; (ii) Organization of training courses; (iii) Online learning management system; (iv) Facilities for face-to-face learning; (v) Training content; (vi) Training objectives; (vii) Impact of training content. The results will help researchers and educational administrators find ways to improve the quality of professional development for teachers in high schools in this content and other similar contents.
Cite This Paper
Nga Viet Thi Nguyen, Dung Van Ha, Vu Thuan Khuu, "Factors Affecting the Fostering of Information and Communications Technology Application in Teaching for Teacher by the Blended Learning Model", International Journal of Modern Education and Computer Science(IJMECS), Vol.16, No.2, pp. 58-71, 2024. DOI:10.5815/ijmecs.2024.02.05
Reference
[1]Cao, X. 2022. The Application of Information Technology in Multicultural Education of Business English Professionals. In 2022 3rd International Conference on Education, Knowledge and Information Management (ICEKIM) (pp. 15-18). IEEE. https://doi.org/10.1109/ICEKIM55072.2022.00011.
[2]Wang, M., Long, T., Chen, Z., Wu, X., Shi, Y., & Xu, L. 2023. Investigating the Interaction Types and Instructional Proxemics in Information Technology Enhanced Exemplary Lessons. The Asia-Pacific Education Researcher, 1-13. https://doi.org/10.1007/s40299-023-00714-4
[3]Wittmann, G. E., & Olivier, J. 2021. Blended learning as an approach to foster self-directed learning in teacher professional development programmes. The Independent Journal of Teaching and Learning, 16(2), 71-84.
[4]Bennacer, I., Venant, R., & Iksal, S. 2022. A behavioral model to support teachers’ self-assessment and improve their LMS mastery. In 2022 International Conference on Advanced Learning Technologies (ICALT) (pp. 139-143). IEEE. https://doi.org/10.1109/ICALT55010.2022.00049
[5]Darling-Hammond, L., Hyler, M. E., & Gardner, M. 2017. Effective teacher professional development. https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/17357/46%20Effective_Teacher_Professional_Development
_REPORT.pdf?sequence=1
[6]El Islami, R. A. Z., Anantanukulwong, R., & Faikhamta, C. 2022. Trends of Teacher Professional Development Strategies: A Systematic. Education, 10(2), 4628. https://doi.org/10.34293/education.v10i2.4628
[7]Avidov-Ungar, O. 2016. A model of professional development: Teachers’ perceptions of their professional development. Teachers and teaching, 22(6), 653-669. https://doi.org/10.1080/13540602.2016.1158955
[8]Bayar, A. 2014. The Components of Effective Professional Development Activities in Terms of Teachers' Perspective. Online Submission, 6(2), 319-327. http://dx.doi.org/10.15345/iojes.2014.02.006
[9]Beattie, R. S., Kim, S., Hagen, M. S., Egan, T. M., Ellinger, A. D., & Hamlin, R. G. 2014. Managerial Coaching: A Review of the Empirical Literature and Development of a Model to Guide Future Practice. Advances in Developing Human Resources, 16(2), 184–201. https://doi.org/10.1177/1523422313520476
[10]Ali, Z. B. M., Wahi, W., & Yamat, H. 2018. A review of teacher coaching and mentoring approach. International Journal of Academic Research in Business and Social Sciences, 8(8), 504-524. http://dx.doi.org/10.6007/IJARBSS/v8-i8/4609
[11]Ell, F., & Major, K. 2019. Using activity theory to understand professional learning in a networked professional learning community. http://hdl.handle.net/2292/47890
[12]Koponen, M., Asikainen, M. A., Viholainen, A., & Hirvonen, P. E. 2019. Using network analysis methods to investigate how future teachers conceptualize the links between the domains of teacher knowledge. Teaching and Teacher Education, 79, 137-152. https://doi.org/10.1016/j.tate.2018.12.010
[13]McFadden, A., & Williams, K. E. 2020. Teachers as evaluators: Results from a systematic literature review. Studies in Educational Evaluation, 64, 100830. https://doi.org/10.1016/j.stueduc.2019.100830
[14]Sims, S., & Fletcher-Wood, H. 2021. Identifying the characteristics of effective teacher professional development: a critical review. School effectiveness and school improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841
[15]Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. 2022. Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107-136. https://doi.org/10.1093/wbro/lkab006
[16]Cabero, J., Barroso, J., Palacios, A., & Llorente, C. 2020. Marcos de Competencias Digitales para docentes universitarios: Su evaluación a través del coeficiente competencia experta. Revista Electrónica Interuniversitaria De Formación Del Profesorado, 23(2), 1–18. https://doi.org/10.6018/reifop.413601
[17]García-Martínez, I., Fernández-Batanero, J. M., Cobos Sanchiz, D., & Luque de La Rosa, A. 2019. Using mobile devices for improving learning outcomes and teachers’ professionalization. Sustainability, 11(24), 6917. https://doi.org/10.3390/su11246917
[18]Redecker, C., and Y. Punie. 2017. European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: JointResearch Centre (JRC)
[19]Hall, R., Atkins, L., & Fraser, J. 2014. Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Research in Learning Technology, 22. https://doi.org/10.3402/rlt.v22.21440
[20]Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. 2016. Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110-125. https://doi.org/10.1016/j.compedu.2016.05.002
[21]International Society for Technology in Education (ISTE). 2017. ISTE Standards for educators, https://www.iste.org/standards/iste-standards-forteachers
[22]Koehler, M. J., Mishra, P., & Cain, W. 2013. What is technological pedagogical content knowledge TPACK)?. Journal of education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
[23]Krumsvik, R. J. 2014. Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269-280. https://doi.org/10.1080/00313831.2012.726273
[24]Gudmundsdottir, G. B., & G. Ottestad. 2016. “Veien mot profesjonsfaglig digital kompetanse i lærerutdanningen.” [The Way Towards Professional Digital Competence in Teacher Education.] In Digital læring i skule og lærarutdanning [Digital Learning in School and Teacher Education], edited by Rune Krumsvik, Chap. 3, 2nd ed., 70–82. Oslo: Universitetsforlaget.
[25]Instefjord, E. J., & Munthe, E. 2017. Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and teacher education, 67, 37-45. https://doi.org/10.1016/j.tate.2017.05.016
[26]Blayone, T., Mykhailenko, O., VanOostveen, R., Grebeshkov, O., Hrebeshkova, O., & Vostryakov, O. 2017. Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning. Technology, Pedagogy and Education, 27(3), 279–296. https://doi.org/10.1080/1475939X.2017.1391871
[27]George, A., & Sanders, M. 2017. Evaluating the potential of teacher-designed technology-based tasks for meaningful learning: Identifying needs for professional development. Education and Information Technologies, 22, 2871-2895. https://doi.org/10.1007/s10639-017-9609-y
[28]Gudmundsdottir, G. B., & Hatlevik, O. E. 2018. Newly qualified teachers’ professional digital competence implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
[29]Gutiérrez-Martín, A., Pinedo-González, R., & Gil-Puente, C. 2022. ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model. Comunicar, 30(70), 21-33. https://doi.org/10.3916/C70-2022-02
[30]Røkenes, F. M., & Krumsvik, R. J. 2014. Development of student teachers’ digital competence in teacher education-A literature review. Nordic Journal of Digital Literacy, 9(4), 250-280. https://doi.org/10.18261/ISSN1891-943X-2014-04-03
[31]Dias-Trindade, S., & Ferreira, A. 2020. Digital teaching skills: DigCompEdu CheckIn as an evolution process from literacy to digital fluency. Icono 14. Revista De Comunicación y Tecnologías Emergentes, 18(2), 162–187. https://doi.org/10.7195/ri14.v18i1.1519
[32]Alt, D. 2018. Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and teacher Education, 73, 141-150. https://doi.org/10.1016/j.tate.2018.03.020
[33]An, Y. 2018. The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development, 66(6), 1505-1527. https://doi.org/10.1007/s11423-018-9620-z
[34]Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. 2018. A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies. Computers & Education, 122, 32-42. https://doi.org/10.1016/j.compedu.2018.03.002
[35]Boelens, R., Van Laer, S., De Wever, B., & Eelen, J. 2015. Blended learning in adult education: Towards a definition of blended learning. Project report. Adult Learners Online. Retrieved August, 2015, from http://www.iwt-alo.be/wp-content/uploads/2015/08/01-Project-report-Blended-learning-in-adult-education-towards-a-definition-of-blended-learning.pdf
[36]Picciano, A. G., Dziuban, C. D., Graham, C. R., & Moskal, P. D. (Eds.). 2021. Blended Learning: Research Perspectives, Volume 3.
[37]Staker, H., & Horn, M. 2012. Classifying K-12 blended learning. Retrieved from the Innosight Institute website. http://files.eric.ed.gov/fulltext/ED535180.pdf
[38]Alammary, A., Sheard, J., & Carbone, A. 2014. Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4). https://doi.org/10.14742/ajet.693
[39]Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., ... & Burgos, D. 2021. A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management, 1525-1541. DOI: 10.2147/PRBM.S331741
[40]Dyment, J. E., & Downing, J. J. 2020. Online initial teacher education: A systematic review of the literature. Asia-Pacific Journal of Teacher Education, 48(3), 316-333. https://doi.org/10.1080/1359866X.2019.1631254
[41]Joseph, F., Barry, J. B., Rolph, E. A., & Rolph, E. A. 2010. Multivariate data analysis. Pearson Prentice Hall.
[42]Bárbara Oliván-Blázquez et al. 2022. Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction, Active Learning in Higher Education, published online March 16, 2022, https://doi.org/10.1177/1469787422108155
[43]Janković, Aleksandar et al. 2022. Opinions and Attitudes of Ethnically Diverse Teachers on Teaching Content in the Subject Nature and Society, Croatian Journal of Education, Volume 24, Issue 4, Pages 1175 - 1203. http://doi.org/10.15516/cje.v24i4.4558
[44]Claude Müller et al. 2023. Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?, International Journal of Educational Technology in Higher Education, volume 20, Article number: 10 (2023). http://doi.org/10.1186/s41239-022-00379-x
[45]Kholid Haryono, Almed Hamzah. 2023. Blended learning: Adoption pattern of online classrooms in higher education, International Journal of Evaluation and Research in Education, Vol 12, No 1. http://doi.org/10.11591/ijere.v12i1.23772