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通过调查研究,了解影响卢森堡小学教师使用技术的因素

Kateryna Ivanishchenko¹, Gilbert Busana¹, Robert A P Reuter¹

¹Department of Education and Social Work, University of Luxembourg, Luxembourg.

|April 8, 2024

概括

本研究探讨了影响卢森堡教师融入信息和通信技术 (ICT) 的因素. 调查结果强调教师的态度,自我效能和教学信念是有效使用教育技术的关键驱动因素.

科学领域:

教育技术的教育技术
教育中的信息和通信技术 (ICT)
教师专业发展教师专业发展

背景情况:

信息和通信技术 (ICT) 的日益集成已经改变了包括教育在内的行业.
卢森堡的教育政策制定者已经开始努力利用技术,但它们对教师实践的影响仍未得到充分研究.
了解影响教师采用和有效使用ICT的因素对于成功的教育技术整合至关重要.

研究的目的:

检查卢森堡教师中与有效的教育技术实践相关的因素.
确定在卢森堡的小学中融入ICT的挑战和阻碍因素.
提供专业发展建议,以加强课堂上ICT使用.

主要方法:

采用混合方法方法,将定量和定性数据分析结合起来.
数据是通过对卢森堡159名教师进行的在线调查收集的.
使用统计分析,包括回归和相关性来分析数据.

主要成果:

教师的态度,主观规范,自我效能,促进条件,价值观和教学信念与专业ICT使用有显著的相关性.
教师ICT能力的差距和课堂管理的挑战被认为是先进ICT整合的阻碍.
该研究发现,需要有针对性的专业发展,以提高ICT能力和课堂应用.

结论:

与教师相关的因素与ICT在教育中的成功整合密切相关.
解决能力差距和提供足够的支持对于克服ICT整合挑战至关重要.
专业发展计划应量身定制,以提高教师在有效使用先进的ICT工具方面的技能和信心.

关键词:

小学教育基本教育.教育中的ICT在教育中的ICT 老师的信仰教师的信仰教师的专业发展教师的专业发展

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