Customized and School-based Training in Primary and Lower Secondary Schools in China: An Example of Improving Teacher's ICT Competence

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73593825" target="_blank" >RIV/61989592:15410/19:73593825 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Customized and School-based Training in Primary and Lower Secondary Schools in China: An Example of Improving Teacher's ICT Competence

Popis výsledku v původním jazyce

Purpose of research: China’s Ministry of Education has organized two rounds of ICT training for all primary and secondary teachers before 2017. However, according to the later surveys of teacher’s ICT competence, the result of the training is unsatisfactory. To enhance the engagement and effectiveness of the training, a new customized and school-based training model is designed. This research aims to compare the new model with the traditional model. Methodology: This research is an empirical study implementing quasi-experimental design. The new and traditional training models were used in the experimental and control group for comparison. The participants were randomly assigned to the two groups. Analysis: To examine the difference between the two groups before the experiment, the authors applied two-tailed t-test to examine the homogeneity of the pre-test means, and Chi-square test to examine the homogeneity of count on the variables. To compare pre-test and post-test scores, the author used t-test or ANOVA to test the effect of each variable (group, gender, age, school level, school place, school, and subject). Results: The results showed that training model was the only variable that significantly affected the improvement of teacher’s ICT competence and there was greater improvement in teacher’s ICT competence using the new customized and school-based training model. Thus, this research found that the training model can affect ICT training more significantly than the other variables and the new customized and school-based training model was more effective than the traditional training model.

Název v anglickém jazyce

Customized and School-based Training in Primary and Lower Secondary Schools in China: An Example of Improving Teacher's ICT Competence

Popis výsledku anglicky

Purpose of research: China’s Ministry of Education has organized two rounds of ICT training for all primary and secondary teachers before 2017. However, according to the later surveys of teacher’s ICT competence, the result of the training is unsatisfactory. To enhance the engagement and effectiveness of the training, a new customized and school-based training model is designed. This research aims to compare the new model with the traditional model. Methodology: This research is an empirical study implementing quasi-experimental design. The new and traditional training models were used in the experimental and control group for comparison. The participants were randomly assigned to the two groups. Analysis: To examine the difference between the two groups before the experiment, the authors applied two-tailed t-test to examine the homogeneity of the pre-test means, and Chi-square test to examine the homogeneity of count on the variables. To compare pre-test and post-test scores, the author used t-test or ANOVA to test the effect of each variable (group, gender, age, school level, school place, school, and subject). Results: The results showed that training model was the only variable that significantly affected the improvement of teacher’s ICT competence and there was greater improvement in teacher’s ICT competence using the new customized and school-based training model. Thus, this research found that the training model can affect ICT training more significantly than the other variables and the new customized and school-based training model was more effective than the traditional training model.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Turkish Online Journal of Educational Technology

ISSN

2146-7242

e-ISSN

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Svazek periodika

2

Číslo periodika v rámci svazku

2019

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

14

Strana od-do

"X"

Kód UT WoS článku

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EID výsledku v databázi Scopus

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