通过ICAP技术量表评估七个欧洲国家的技术整合质量
Mirjana Maričić1, Branko Anđić2, Filiz Mumcu3
1Department of Sciences and Management in Education, School of Education, University of Novi Sad, Podgorička 4, 25000 Sombor, Republic of Serbia.
Journal of computers in education : the official journal of the Global Chinese Society for Computers in Education
|December 4, 2025
概括
教师主要使用被动技术进行被动学习,但这因国家而异. 被动技术的使用比积极技术更能预测被动,积极和建设性学习模式.
科学领域:
- 教育技术的教育技术
- 跨文化心理学 跨文化心理学
- 教师教育教育的教师教育.
背景情况:
- 交互式,建设式,主动式和被动式技术量表 (ICAP-TS) 是一种解决关键文献差距的新型工具.
- 了解技术整合 (TI) 质量和模式对于有效的教育实践至关重要.
研究的目的:
- 在七个欧洲国家验证ICAP-TS的构造有效性和可靠性.
- 通过ICAP-TS在中小学教师中评估技术整合的质量.
- 在ICAP学习模式中探索技术类型 (TT) 和TI之间的关系.
主要方法:
- 一项涉及2277名中小学教师的跨文化研究.
- 确认因素分析 (CFA) 来评估ICAP-TS的内部结构.
- 探索性因素分析 (EFA) 用于识别技术类型 (TT) 的组件.
主要成果:
- ICAP-TS显示了良好的整体构造有效性,尽管可能需要对特定国家进行细化.
- 确定了技术类型的两个主要组成部分:被动和主动.
- 教师通常将技术整合到被动学习模式中,使用被动的TT,但这种模式在不同国家有所不同.
结论:
- ICAP-TS是评估技术整合的宝贵工具,有改进的潜力.
- 被动的TT是被动,主动和建设性学习模式的更强的预测因素.
- 活跃的TT更能预测交互式,建设性和活跃的学习模式,突出技术和教学之间的细微关系.
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