The Training Design and Evaluation for Teachers’ ICT Competency Enhancement in Rural China
Authors: 
Shuo Han, Zhong SunAuthors Info & Claims
Pages 412 - 418
Abstract
In China, it is urgent and important to improve rural teachers’ ability to adopt information and communication technology (ICT) through teacher training programs. However, the existing training strategies and models cannot be directly applied to rural teachers. Based on six years of practice, four ICT training strategies and a design model have been constructed. On this basis, this study ran a seven-week teacher training program and examined the contribution of ICT training to the development of TPACK and teacher efficacy among 282 rural teachers. The statistical analysis showed that rural teachers had a positive attitude towards ICT training which significant impact on the development of TPACK. Overall, this study can provide a reference for the design and implementation of rural teacher training programs in the future.
References
[1]
Wu, D., Li, C. C., Zhou, W. T., Tsai, C. C., & Lu, C. (2019). “Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education”. Asia Pacific education review, 20(1), 147-157.
[2]
Wang, J., Tigelaar, D. E., & Admiraal, W. (2022). “From policy to practice: integrating ICT in Chinese rural schools”. Technology, Pedagogy and Education, 1-16.
[3]
Liu, H., Liu, C., Chang, F., & Loyalka, P. (2016). “Implementation of teacher training in China and its policy implications”. China & World Economy, 24(3), 86-104.
[4]
Chen, M., Zhou, C., Meng, C., & Wu, D. (2019). “How to promote Chinese primary and secondary school teachers to use ICT to develop high-quality teaching activities”. Educational Technology Research and Development, 67(6), 1593-1611.
[5]
Wu, D., Zhou, C., Liang, X., Li, Y., & Chen, M. (2022). “Integrating technology into teaching: Factors influencing rural teachers’ innovative behavior”. Education and Information Technologies, 1-24.
[6]
Zhang, W.J, Li, R. (2008). “Information technology teaching for teachers in Shaanxi rural middle schools application dynamics and attribution analysis”. e-Education Research (09),84-88.
[7]
Wu, D., Yang, X., Yang, W., Lu, C., & Li, M. (2022). “Effects of teacher-and school-level ICT training on teachers' use of digital educational resources in rural schools in China: A multilevel moderation model”. International Journal of Educational Research, 111, 101910.
[8]
Hou, Heng (2015). What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning. Teaching and Teacher Education, 46(), 6–16.
[9]
Joia, L. A. (2002). “Assessing unqualified in-service teacher training in Brazil using knowledge management theory: a case study”. Journal of Knowledge Management.
[10]
Herbert, S., Campbell, C., & Loong, E. (2016). “Online professional learning for rural teachers of mathematics and science”. Australasian journal of educational technology, 32(2).
[11]
Lakkala, M., & Ilomäki, L. (2015). “A case study of developing ICT-supported pedagogy through a collegial practice transfer process”. Computers & Education, 90, 1-12.
[12]
Ekanayake, S. Y., & Wishart, J. (2015). “Integrating mobile phones into teaching and learning: A case study of teacher training through professional development workshops”. British Journal of Educational Technology, 46(1), 173-189.
[13]
Mishra, P . & Koehler, M. J. (2006). “Technological pedagogical content knowledge: a framework for teacher knowledge”. Teachers College Record, 108, 6, 1017–1054.
[14]
Yeh, Y. F., Hsu, Y. S., Wu, H. K., Hwang, F. K., & Lin, T. C. (2014). “Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique”. British Journal of Educational Technology, 45(4), 707-722.
[15]
Hsu, Y. Y., & Lin, C. H. (2020). “Evaluating the effectiveness of a preservice teacher technology training module incorporating SQD strategies”. International Journal of Educational Technology in Higher Education, 17(1), 1-17.
[16]
Tosuntaş, Ş. B., Çubukçu, Z., & Beauchamp, G. (2021). “A new model for the factors that affect interactive whiteboard usage of teachers and its effect on performance”. Education and Information Technologies, 26(3), 3575-3592.
[17]
Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). “Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout”. Learning and instruction, 20(1), 30-46.
[18]
Mannila, L., Nordén, L. Å., & Pears, A. 2018, August. Digital competence, teacher self-efficacy and training needs. In Proceedings of the 2018 ACM Conference on International Computing Education Research (pp. 78-85).
[19]
Zee, M., & Koomen, H. M. (2016). “Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research”. Review of Educational research, 86(4), 981-1015.
[20]
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). “Teacher efficacy: Its meaning and measure”. Review of educational research, 68(2), 202-248.
[21]
Tschannen-Moran, M., & Hoy, A. W. (2001). “Teacher efficacy: Capturing an elusive construct”. Teaching and teacher education, 17(7), 783-805.
[22]
Fernandes, L., Peixoto, F., Gouveia, M. J., Silva, J. C., & Wosnitza, M. (2019). “Fostering teachers’ resilience and well-being through professional learning: Effects from a training programme”. The Australian Educational Researcher, 46(4), 681-698.
[23]
Karacan Ozdemir, N., Akçabozan Kayabol, N. B., Aydın, G., & Tatlı, C. E. (2022). “Fostering teachers’ career education competencies: test of a training programme”. British Journal of Guidance & Counselling, 1-12.
[24]
Petridou, A., Nicolaidou, M., & Karagiorgi, Y. (2017). “Exploring the impact of professional development and professional practice on school leaders’ self-efficacy: a quasi-experimental study”. School effectiveness and school improvement, 28(1), 56-73.
[25]
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). “Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence”. Computers & Education, 59(1), 134-144.
[26]
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.
[27]
Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). “Investigating the impact of teacher education strategies on preservice teachers' TPACK”. British Journal of Educational Technology, 50(1), 357-370.
[28]
Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). “Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement”. Computers & Education, 94, 134-150.
[29]
Zhou, G., & Xu, J. (2007). “Adoption of educational technology ten years after setting strategic goals: A Canadian university case”. Australasian Journal of Educational Technology, 23(4).
[30]
Sun, Z., Han, S. (2022). “A training design for rural teachers' ICT competency enhancement: elements, model and practice”. China Educational Technology, 03(2022):111-118.
[31]
Tiplic, D., Elstad, E., Brandmo, C., Steingrímsdóttir, M., & Engilbertsson, G. (2020). “Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers”. Scandinavian Journal of Educational Research, 64(6), 801-815.
[32]
Chen, Y. H., Jang, S. J., & Chen, P. J. (2015). “Using wikis and collaborative learning for science teachers' professional development”. Journal of Computer Assisted Learning, 31(4), 330-344.
[33]
Doppenberg, J. J., Den Brok, P. J., & Bakx, A. W. E. A. (2012). “Collaborative teacher learning across foci of collaboration: Perceived activities and outcomes”. Teaching and teacher education, 28(6), 899-910.
[34]
Chong, W. H., & Kong, C. A. (2012). “Teacher collaborative learning and teacher self-efficacy: The case of lesson study”. The journal of experimental education, 80(3), 263-283.
[35]
Vescio, V., Ross, D., & Adams, A. (2008). “A review of research on the impact of professional learning communities on teaching practice and student learning”. Teaching and teacher education, 24(1), 80-91.
[36]
Prilop, C. N., Weber, K. E., Prins, F. J., & Kleinknecht, M. (2021). “Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education”. Studies in Educational Evaluation, 70, 101062.
[37]
Metzler, M. W., & Blankenship, B. T. (2008). “Taking the next step: Connecting teacher education, research on teaching, and programme assessment”. Teaching and Teacher Education, 24(4), 1098-1111.
[38]
Barker, M., & Pinard, M. (2014). “Closing the feedback loop? Iterative feedback between tutor and student in coursework assessments”. Assessment & Evaluation in Higher Education, 39(8), 899-915.
[39]
Liu, Q., Zhang, S., & Wang, Q. (2015). “Surveying Chinese in-service K12 teachers’ technology, pedagogy, and content knowledge”. Journal of Educational Computing Research, 53(1), 55-74.
[40]
Alemdag, E., Cevikbas, S. G., & Baran, E. (2020). “The design, implementation and evaluation of a professional development programme to support teachers’ technology integration in a public education centre”. Studies in Continuing Education, 42(2), 213-239.
[41]
Koehler, M., & Mishra, P. (2009). “What is technological pedagogical content knowledge (TPACK)?”. Contemporary issues in technology and teacher education, 9(1), 60-70.
[42]
Liu, Y., & Liao, W. (2019). “Professional development and teacher efficacy: Evidence from the 2013 TALIS”. School Effectiveness and School Improvement, 30(4), 487-509.
[43]
Hew, K. F., & Brush, T. (2007). “Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research”. Educational technology research and development, 55(3), 223-252.
[44]
Ross, J., & Bruce, C. (2007). “Professional development effects on teacher efficacy: Results of randomized field trial”. The journal of educational research, 101(1), 50-60.
[45]
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). “Teachers' sense of efficacy and their beliefs about managing students”. Teaching and teacher Education, 6(2), 137-148.
Index Terms
- The Training Design and Evaluation for Teachers’ ICT Competency Enhancement in Rural China
Recommendations
Design of contents for ICT literacy in-service training of teachers in Korea
The importance of ICT literacy education for students and teachers in the information society cannot be overemphasized. The Korean government had developed an ICT literacy curriculum for students and teachers since 2000. It announced the ICT literacy ...
The development of pre-service teachers' knowledge
This study investigates the effects of meditation on enhancing pre-service teacher knowledge based on the framework of technological pedagogical content knowledge (TPACK) by deepening the reflective process. Participants were students enrolled in an ICT ...
Reflective Diary for Professional Development of Novice Teachers
SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science EducationMany starting teachers of computer science have great professional skill but often lack pedagogical training. Since providing expert mentorship directly during their lessons would be quite costly, institutions usually offer separate teacher training ...
Comments
Please enable JavaScript to view thecomments powered by Disqus.Information & Contributors
Information
Published In
October 2022
628 pages
ISBN:9781450397766
DOI:10.1145/3572549
Copyright © 2022 ACM.
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]
Publisher
Association for Computing Machinery
New York, NY, United States
Publication History
Published: 13 February 2023
Check for updates
Author Tags
Qualifiers
- Research-article
- Research
- Refereed limited
Funding Sources
- NSFC (National Science Foundation of China)
Conference
ICETC 2022
ICETC 2022: 2022 14th International Conference on Education Technology and Computers
October 28 - 30, 2022
Barcelona, Spain
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 28Total Downloads
- Downloads (Last 12 months)7
- Downloads (Last 6 weeks)1
Reflects downloads up to 11 Dec 2024
Other Metrics
Citations
View Options
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign inFull Access
View options
View or Download as a PDF file.
PDFeReader
View online with eReader.
eReaderHTML Format
View this article in HTML Format.
HTML Format