“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”
Copyright policy )“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”
This study explores patterns of technology integration in upper secondary school learning activities. Data were collected via an online survey in Switzerland. Through latent profile analysis, three distinct teacher profiles emerged. Teachers in Profile 1 (digital presenters; N = 896) mainly integrated technology to present content; Profile 2 (digital activators; N = 979) used technology for presentation and allowed students to interact with materials; Profile 3 (digital constructivists; N = 213) emphasized student interaction with technology to generate new knowledge over presenting content. Additionally, we investigated how teachers’ technological pedagogical content knowledge (TPCK) and positive beliefs about technology predict profile membership. The results showed that TPCK and positive beliefs are associated with belonging to a profile. This study outlines distinct technology integration profiles among teachers and highlights the role of TPCK and beliefs in shaping these practices.
- Federal Institute for Vocational Education and Training Germany
- University of Zurich Switzerland
- Institut Berufsbildung Switzerland
- Swiss Federal Institute for Vocational Education and Training Switzerland
Technology integration, teachers' beliefs about technology, upper secondary schools, 10091 Institute of Education, latent profile analysis, 1700 General Computer Science, technological knowledge, 370 Education, 3304 Education
Technology integration, teachers' beliefs about technology, upper secondary schools, 10091 Institute of Education, latent profile analysis, 1700 General Computer Science, technological knowledge, 370 Education, 3304 Education
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