Vis enkel innførsel

dc.contributor.authorMaulet, Arystanbek
dc.contributor.authorAdmiraal, Wilfried
dc.contributor.authorAlgozhaeva, Nursulu
dc.contributor.authorBalta, Nuri
dc.date.accessioned2024-06-13T06:08:31Z
dc.date.available2024-06-13T06:08:31Z
dc.date.created2024-06-12T18:02:22Z
dc.date.issued2024
dc.identifier.issn1309-517X
dc.identifier.urihttps://hdl.handle.net/11250/3133787
dc.description.abstractTeachers’ knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher’s knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleSchool teachers’ perceived knowledge and affordances for using technology in teachingen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode0
dc.identifier.doihttps://doi.org/10.30935/cedtech/14713
dc.identifier.cristin2275721
dc.source.journalContemporary Educational Technologyen_US
dc.source.volume16en_US
dc.source.issue3en_US


Tilhørende fil(er)

Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel

Navngivelse 4.0 Internasjonal
Med mindre annet er angitt, så er denne innførselen lisensiert som Navngivelse 4.0 Internasjonal