First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design

Technology, Knowledge and Learning
Seyum Getenet1, Carole Haeusler1, Petrea Redmond1, Robert Cantle1, Vanessa Crouch1
1University of Southern Queensland, Springfield Education City 37 Sinnathamby Blvd Springfield Central, Toowoomba, QLD, 4300, Australia

Tóm tắt

AbstractEnsuring quality education for all students requires teachers to possess knowledge and skills in utilising digital technologies effectively for teaching and learning. This study explored how pre-service teachers (PSTs) perceive their digital attitude, efficacy, literacy, engagement, and understanding of digital technologies in an online learning environment. The study employed a mixed-methods research approach. A survey comprising Likert Scale questions and demographic information was administered to 110 PSTs from a regional university. Descriptive statistics were employed to investigate the relationship between PSTs’ understanding of digital technologies and their attitude, literacy, self-efficacy, and learning engagement in online learning. To illustrate the frequently used words in participants’ definitions of digital technologies, a ‘word cloud’ representation was utilised, accompanied by quantitative weightings of key terms. The study revealed significant connections between PST self-efficacy and their attitudes toward digital technologies, digital literacies, and learner engagement. Notably, most of the PSTs exhibited narrower definitions of digital technologies than anticipated. The implications of these findings for course design are discussed, emphasising the need to address PSTs’ perceptions of digital technologies, foster their self-efficacy, and enhance their digital literacy and engagement in online learning environments. Understanding these factors can lead to more effective integration of digital technologies in teacher education program courses, ultimately preparing future teachers for digital-age classrooms.

Từ khóa


Tài liệu tham khảo

Acosta-Gonzaga, E., & Ramirez-Arellano, A. (2022). Scaffolding matters? Investigating its role in motivation, engagement and learning achievements in higher education. Sustainability, 14(20), 1–17. https://doi.org/10.3390/su142013419.

Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, Article 100011. https://doi.org/10.1016/j.ijedro.2020.100011.

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16–25. https://doi.org/10.5539/hes.v10n3p16.

Almeida, F. (2018). Strategies to perform a mixed methods study. European Journal of Education Studies, 5(1), 137–151. https://doi.org/10.5281/zenodo.1406214.

Anastasakis, M., Triantafyllou, G., & Petridis, K. (2021). Undergraduates’ barriers to online learning during the pandemic in Greece. Technology Knowledge and Learning, 28, 1383–1400. https://doi.org/10.1007/s10758-021-09584-5.

Aslan, S. (2021). Analysis of digital literacy self-efficacy levels of pre-service teachers. International Journal of Technology in Education, 4(1), 57–67. https://doi.org/10.46328/ijte.47.

Australian Curriculum, Assessment and Reporting Authority [ACARA] (2021). Australian Curriculum Review, General Capabilities: Digital Literacy (Previously ICT): Consultation – Introductory information and learning continua, https://www.australiancurriculum.edu.au/media/7024/gc_digital_literacy_ict_capability_consultation_curriculum.pdf.

Bai, H., & Ertmer, P. A. (2008). Teacher educators’ beliefs and technology uses as predictors of preservice teachers’ beliefs and technology attitudes. Journal of Technology and Teacher Education, 16(1), 93–112. https://www.learntechlib.org/primary/p/22851/.

Bandura, A. (1997). Self-Efficacy: The exercise of control. W.H. Freeman.

Berg, D. A. G., & Smith, L. F. (2016). Preservice teacher self-efficacy beliefs: An opportunity to generate Good Research in the Asia-Pacific region. In S. G. Garvis & D. Pendergast (Eds.), Asia-Pacific Perspectives on Teacher Self-Efficacy (pp. 1–18). SensePublishers. https://doi.org/10.1007/978-94-6300-521-0_1.

Bowden, J. L.-H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6) 1207–1224. https://doi.org/10.1080/03075079.2019.1672647.

Buckingham, D. (2020). Epilogue: Rethinking digital literacy: Media education in the age of digital Capitalism. Digital Education Review, 37, 230–239. https://doi.org/10.1344/der.2020.37.230-239.

Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523–2546. https://doi.org/10.1007/s10639-019-09886-3.

Cavanaugh, J., Jacquemin, S. J., & Junker, C. R. (2022). Variation in student perceptions of higher education course quality and difficulty as a result of widespread implementation of online education during the COVID-19 pandemic. Technology Knowledge and Learning, 1–16. https://doi.org/10.1007/s10758-022-09596-9.

Doyle, P. (2011). Viewing language patterns: Data visualisation for data-driven language learning. In C. Ho, K. Anderson, & A. Leong (Eds.), Transforming Literacies and Language: Multimodality and literacy in the New Media Age (pp. 149–166). Continuum International Publishing Group.

Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4.

Farrell, O., & Brunton, J. (2020). A balancing act: A window into online student engagement experiences. International Journal of Educational Technology in Higher Education, 17(1), 1–19. https://doi.org/10.1186/s41239-020-00199-x.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.

Glister, P. (1997). Digital Literacy. Wiley.

Guttman, L. (1944). A basis for scaling qualitative data. American Sociological Review, 9(2), 139–150. http://www.jstor.org/stable/2086306.

Heckel, C., & Ringeisen, T. (2019). Pride and anxiety in online learning environments: Achievement emotions as mediators between learners’ characteristics and learning outcomes. Journal of Computer Assisted Learning, 35(5), 667–677. https://doi.org/10.1111/jcal.12367.

Heidari, E., Mehrvarz, M., Marzooghi, R., & Stoyanov, S. (2021). The role of digital informal learning in the relationship between students’ digital competence and academic engagement during the COVID-19 pandemic. Journal of Computer Assisted Learning, 37(4), 1154–1166. https://doi.org/10.1111/jcal.12553.

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. https://doi.org/10.1186/s41239-020-00205-2.

Kahn, P., Everington, L., Kelm, K., Reid, I., & Watkins, F. (2017). Understanding student engagement in online learning environments: The role of reflexivity. Education Technology Research and Development, 65, 203–218. https://doi.org/10.1007/s11423-016-9484-z.

Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. British Journal of Educational Technology, 50(5), 2394–2413. https://doi.org/10.1111/bjet.12833.

Kennedy, G. (2020). What is student engagement in online learning, and how do I know when it is there? Melbourne CSHE discussion papers (pp. 1– 6). University of Melbourne. https://www.voced.edu.au/content/ngv%3A87340#.

Kong, S. C., & Lai, M. (2023). Effects of a teacher development program on teachers’ knowledge and collaborative engagement, and students’ achievement in computational thinking concepts. British Journal of Educational Technology, 54(2), 489–512. https://doi.org/10.1111/bjet.13256.

Lim, E. M. (2023). The effects of pre-service early childhood teachers’ digital literacy and self-efficacy on their perception of AI education for young children. Education and Information Technologies, 28, 12969–12995. https://doi.org/10.1007/s10639-023-11724-6.

Lindfors, M., Pettersson, F., & Olofsson, A. D. (2021). Conditions for professional digital competence: The teacher educators’ view. Education Inquiry, 12(4), 390–409. https://doi.org/10.1080/20004508.2021.1890936.

List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers & Education, 138(2020), 146–158. https://doi.org/10.1016/j.compedu.2019.03.009.

List, A., Brante, E., & Klee, H. (2020). A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Computers & Education, 148(2020), 103788. https://doi.org/10.1016/j.compedu.2019.103788.

Liza, K., & Andriyanti, E. (2020). Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies. Journal of Education and Learning, 14(1), 74–79. https://doi.org/10.11591/edulearn.v14i1.13925.

Meekaew, N., & Jongnimitsataporn, P. (2023). How capable are they of becoming a digital teacher? Correlation analysis of individual characteristics, digital self-efficacy, and digital citizenship among pre-service teachers in Northeast Thailand. Higher Education Studies, 13(2), 63–73. https://doi.org/10.5539/hes.v13n2p63.

Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., & Vallespín-Arán, M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41–52. https://doi.org/10.1016/j.compedu.2018.04.012.

Ng, W. (2012). Can we teach digital natives digital literacy? Communication Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016.

Ngah, A. H., Kamalrulzaman, N. I., Mohamad, M. F. H., Rashid, R. A., Harun, N. O., Ariffin, N. A., & Osman, N. A. A. (2022). The sequential mediation model of students’ willingness to continue online learning during the COVID-19 pandemic. Research and Practice in Technology Enhanced Learning, 17(1), 1–17. https://doi.org/10.1186/s41039-022-00188-w.

OECD. (2015). Students, computers and learning: Making the connection. Publishing. https://doi.org/10.1787/9789264239555-en.

Paetsch, J., & Drechsel, B. (2021). Factors influencing pre-service teachers’ intention to use digital learning materials: A study conducted during the COVID-19 pandemic in Germany. Frontiers in Psychology, 12, 733830. https://doi.org/10.3389/fpsyg.2021.733830.

Peled, Y. (2021). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 26(3), 2879–2896. https://doi.org/10.1007/s10639-020-10387-x.

Pittaway, S. M., & Moss, T. (2014). Initially, we were just names on a computer screen: Designing engagement in online teacher education. Australian Journal of Teacher Education, 39(7), 140–156. https://doi.org/10.14221/ajte.2014v39n7.10.

Pongsakdi, N., Kortelainen, A., & Veermans, M. (2021). The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Education and Information Technologies, 26, 5041–5054. https://doi.org/10.1007/s10639-021-10439-w.

Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91–97. https://doi.org/10.1016/j.iheduc.2016.01.001.

Redmond, P., Abawi, L., Brown, A., Henderson, R., & Heffernan, A. (2018). An online engagement framework for higher education. Online Learning Journal, 22(1), 183–204. https://doi.org/10.24059/olj.v22i1.1175.

Roman, T. A., Brantley-Dias, L., Dias, M., & Edwards, B. (2022). Addressing student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs. Journal of Research on Technology in Education, 54(1), 65–93. https://doi.org/10.1080/15391523.2021.1920519.

Secker, J. (2018). The trouble with terminology: Rehabilitating and rethinking ‘digital literacy’. In K. Reedy & J. Parker (Eds.), Digital Literacy Unpacked (pp. 3–16). https://openaccess.city.ac.uk/id/eprint/20546/.

Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10–17. https://doi.org/10.1016/j.iheduc.2013.04.001.

Shin, M., & Hickey, K. (2021). Needs a little TLC: Examining college students’ emergency remote teaching and learning experiences during COVID-19. Journal of Further and Higher Education, 45(7), 973–986. https://doi.org/10.1080/0309877X.2020.1847261.

Smith, E. E., Kahlke, R., & Judd, T. (2020). Not just digital natives: Integrating technologies in professional education contexts. Australasian Journal of Educational Technology, 36(3), 1–14. https://doi.org/10.14742/ajet.5689.

Tilton, J., & Hartnett, M. (2016). What are the influences on teacher mobile technology self-efficacy in secondary school classrooms? Journal of Open Flexible & Distance Learning, 20(2), 79–93. https://doi.org/10.3316/informit.595247344040054.

Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2022). Enhancing preservice teachers’ technological pedagogical content knowledge (TPACK): A mixed- method study. Educational Technology Research and Development, 68, 319–343. https://doi.org/10.1007/s11423-019-09692-1.

Wambugu, L., & Njoroge, N. (2022). The search for understanding of mixed method research among graduate students: A case of learners in the school of continuing and distance education, university of Nairobi, Kenya. Quality & Quantity, 56(2), 843–855. https://doi.org/10.1007/s11135-021-01150-6.

Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science, 34(6), 451–480. https://doi.org/10.1007/s11251-006-0004-0.

Zhu, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A self-regulated learning perspective. Educational Technology Research and Development, 68(3), 1485–1519. https://doi.org/10.1007/s11423-020-09753-w.

Zimmerman, B. J. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016.

Thông tin
Thông tin xuất bản

Technology, Knowledge and Learning

Thông tin tác giả