影响教师转移技术支持教育创新的动机的关键因素
Dovilė Stumbrienė1, Tatjana Jevsikova1, Vita Kontvainė2
1Institute of Data Science and Digital Technologies, Vilnius University, Vilnius, Lithuania.
Education and information technologies
|June 26, 2023
概括
小学教师需要支持,以有效地采用数字技术. 影响其动机的关键因素包括感知价值,个人特征,社会实践和对技术支持创新的组织支持.
科学领域:
- 教育技术的教育技术
- 教师专业发展教师专业发展
- 教育中的数字化转型
背景情况:
- 随着COVID-19大流行,教育领域的数字技术采用加速了,突出了提高教师能力的必要性.
- 小学教师需要持续的支持和培训,以便在教学实践中有效地整合先进的数字技术.
- 了解影响教师动机的因素对于成功的技术支持教育创新至关重要.
研究的目的:
- 确定影响小学教师转移技术支持教育创新的动机的关键因素.
- 将学习传输系统库存 (LTSI) 的因素与技术采用因素概念地映射出来.
- 为初等教育中的技术转移动机模型提供经验验证.
主要方法:
- 使用12.7%的立陶宛小学教师数据对LTSI模型的实证验证.
- 结构方程建模以分析影响教师对技术转让动机的因果关系.
- 定性研究方法,以更深入地了解动机因素.
主要成果:
- 转移技术支持创新的动机受到感知价值,个人特征,社会实践,组织因素和创新因素的重大影响.
- 教师所感知的数字技术整合技能与不同程度的转移创新动机相关.
- 该研究确定了五个关键领域,影响教师采用和转移教育技术创新的动力.
结论:
- 应该设计有效的专业发展计划,考虑教师的技能水平和特定的动机因素.
- 创造支持性的学校环境对于促进在COVID-19后教育中采用数字创新至关重要.
- 需要量身定制的战略来增强教师的动力和能力,以技术支持的教育创新.
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