This study examines how early-career teachers' experience and perceived support during the pandemic affected their technology integration self-efficacy and their use of information and communication technology (ICT) after school closure. The results reveal that teachers' positive teaching experiences were associated with their technology integration self-efficacy and their self-reported changes in technology use after the school closure. The results show effects of ICT literacy and general teacher self-efficacy on technology integration self-efficacy. ICT literacy, teacher self-efficacy, and positive experience had indirect effects, whereas support and technology integration self-efficacy had direct effects on changes in teachers’ ICT use for teaching. 

Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure

This research explores the impact of personal factors on resistance to technology adoption in university libraries in Bangladesh, particularly among LIS (Library and Information Science) professionals. The study aims to reveal specific challenges and opportunities influencing attitudes toward technology integration, offering a nuanced understanding of resistance factors in this unique cultural and educational context. Through a qualitative case study with 21 LIS professionals from seven university libraries, conducted via semi-structured interviews guided by a questionnaire, recurring themes such as fear of job displacement, perceived technological self-efficacy, and concerns about disruptions to workflows emerge. Fear of job displacement refers to professionals’ apprehension about potential job loss due to technological advancements, while perceived technological self-efficacy reflects individuals’ confidence in using and adapting to new technologies. Concerns about disruptions to workflows highlight worries regarding the impact of technology implementation on existing work processes. Despite challenges, participants acknowledge potential benefits, emphasizing improved services. The study advocates for crucial strategies like comprehensive training programs and inclusive decision-making processes to alleviate resistance. This research provides a focused exploration, original insights, and practical value for advancing technology adoption in university libraries in Bangladesh, contributing to a deeper comprehension of complexities in technology integration within academic institutions. 

The influence of personal factors on resistance to technology adoption in university libraries in Bangladesh

High school biology teachers' good TPACK and TISE abilities will affect students' Biology learning outcomes. This study aims to determine the TPACK and TISE abilities of high school biology teachers in Banda Aceh City. this research is a survey research with a quantitative approach with a correlational design. The population in this study were all high school biology teachers in Banda Aceh City and using the total sampling method, the total sample was 49 high school biology teachers. Data collection was carried out by means of questionnaires, interviews and observations. The TPACK questionnaire contains 36 question items and the TISE questionnaire contains 28 question items. For interviews there are 25 question items. TPACK observations contain 28 observation items and TISE contains 14 observation items. For correlation values between TPACK and TISE, the Pearson Product Moment correlation formula is used. Based on the results of the study, it is known that there is a significant and positive correlation between the TPACK and TISE abilities of biology teachers at public high schools in Banda Aceh City

Relationship between Technological Pedagogical and Content Knowledge (TPACK) and Technology Integration Self Efficacy (TISE) of Biology Teachers

The 2020 COVID-19 crisis forced universities to make a dramatic shift to emergency remote education (ERE). While the urgency of the pandemic is gone, schools continue implementing ERE, but more often on a short-notice, short-term basis in response to various situations. This research examines students’ suggestions for improving university transitions to ERE and applies them to post-pandemic use of ERE. Qualitative thematic analysis was used to analyze responses to an open-ended survey question answered by 2,751 students at a large Southeastern U.S. university. Responses identified main concerns as Grades and Grading (38%), Better University and Instructor Preparation (23%), Improved Learning Experience (18%), Meeting Student Needs (12%), and No Suggestions (9%). The study found that reducing the uncertainty students felt about ERE’s impact on grades, course content, class schedules, assignments, and communication with instructors would improve their online learning experience. Recommendations suggest preemptive steps universities can take to improve post-pandemic use of emergency remote education. 

University Students Speak Out: Suggestions to Improve the Move to Emergency Remote Education

Predicting profiles of early-career teachers’ readiness for online teaching in primary and secondary Education

Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735 K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations. Overall, our findings highlight the crucial-albeit not surprising-role of experience in teaching with technology as an important factor that promotes sense of success and self-efficacy. Going beyond this factor, we emphasize that emotional difficulties in times of emergency may serve as an important risk factor, and that taking a leading role in school may serve as an important protective factor. We also found an advantage to STEM and Language teachers, compared with Social Sciences and Humanities teachers. Following our findings, we conclude with a set of recommendations that could enhance school-based teaching and learning at large. 

/pdf/technology-integration-in-emergency-remote-teaching-teachers-359rzjyy.pdf

Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

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Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success