关于英语服务教师在ICT自我效能,协同合作和基础设施支持方面的数字能力的实证研究
1School of Foreign Languages, Inner Mongolia Normal University, Hohhot, Inner Mongolia, 010022, China.
Heliyon
|October 9, 2023
概括
英语服务教师的数字能力与他们对信息和通信技术 (ICT) 和合作的信心有积极联系. 虽然基础设施支持也有所贡献,但ICT自我效能和协会合作显示出与整体数字能力的最强的关联.
科学领域:
- 教育技术的教育技术
- 教师教育教育的教师教育.
- 数字能力 数字能力
背景情况:
- 数字技术在教育中的整合需要对教育工作者的数字能力有充分的了解.
- 服务教师在信息和通信技术 (ICT) 方面的自我效能,他们的协作实践,以及基础设施支持的充分性是影响他们数字化准备的关键因素.
- DigCompEdu框架提供了一种标准化的方法来评估教育工作者的数字能力.
研究的目的:
- 调查英语服务教师在ICT方面的自我效能,他们对协同合作的看法,以及关于他们整体数字能力的基础设施支持之间的关系.
- 检查这些因素对未来英语教师的数字能力的预测能力.
- 确定专业发展和机构支持的关键领域,以提高教师的数字能力.
主要方法:
- 采用了定量研究设计,使用基于DigCompEdu框架的问卷.
- 从425名英语教师中收集了数据.
- 结构方程建模 (SEM) 用于分析变量之间的假设关系.
主要成果:
- 英语服务教师的ICT自我效能与数字能力,大学合作和基础设施支持有着强烈的积极关联.
- 研究发现,协同合作和ICT自我效能对数字能力的影响在统计学上是相似的.
- 基础设施支持与数字能力相比,与ICT自我效能和协会合作相比,与数字能力有积极但不那么重要的关联.
结论:
- 提高英语服务教师的ICT自我效率和培养协作环境对于提高他们的数字能力至关重要.
- 虽然基础设施支持很重要,但它在塑造数字能力方面扮演的角色相对较小,而不是自我效能和协作.
- 建议进行进一步的研究,以探索协会合作,基础设施支持和数字能力的不明原因差异.
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