Search results for author:"Ronny Scherer"
Total records matched: 18 Search took: 0.079 secs
-
Unpacking teachers’ intentions to integrate technology: A meta-analysis
Ronny Scherer; Timothy Teo
Educational Research Review Vol. 27, No. 1 (June 2019) pp. 90–109
The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising...
Language: English
-
The Big-Fish–Little-Pond-Effect revisited: Do different types of assessments matter?
Ronny Scherer; Fazilat Siddiq
Computers & Education Vol. 80, No. 1 (January 2015) pp. 198–210
In large-scale assessments such as the PISA study, there is a current shift from traditional paper-and-pencil towards computer-based assessments of students' literacy in reading, math, and science. Thus, research has focused on examining the...
Language: English
-
The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis
Ronny Scherer; Fazilat Siddiq
Computers & Education Vol. 138, No. 1 (September 2019) pp. 13–32
This meta-analysis synthesized the relation between measures of socioeconomic status (SES) and students' information and communication technology (ICT) literacy—a skillset that has found its way in educational curricula. Using three-level random...
Language: English
-
Factors of problem-solving competency in a virtual chemistry environment: The role of metacognitive knowledge about strategies
Ronny Scherer; Rüdiger Tiemann
Computers & Education Vol. 59, No. 4 (December 2012) pp. 1199–1214
The ability to solve complex scientific problems is regarded as one of the key competencies in science education. Until now, research on problem solving focused on the relationship between analytical and complex problem solving, but rarely took into ...
Language: English
-
“Sore eyes and distracted” or “excited and confident”? – The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy
Ronny Scherer; Ove E. Hatlevik
Computers & Education Vol. 115, No. 1 (December 2017) pp. 188–200
Many adolescents feel confident about using information and communication technology (ICT) and believe that it can help them to learn and achieve. However, recent research also shows that some adolescents are reporting physical discomfort from using ...
Language: English
-
Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education
Fazilat Siddiq; Ronny Scherer; Jo Tondeur
Computers & Education Vol. 92, No. 1 (January 2016) pp. 1–14
The main aim of this study is to validate an instrument to measure teachers' emphasis on the development of students' digital information and communication skills (TEDDICS), a construct that describes a qualitative aspect of ICT use beyond mere...
Language: English
-
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
Ronny Scherer; Fazilat Siddiq; Jo Tondeur
Computers & Education Vol. 128, No. 1 (January 2019) pp. 13–35
The extent to which teachers adopt technology in their teaching practice has long been in the focus of research. Indeed, a plethora of models exist explaining influential factors and mechanisms of technology use in classrooms, one of which—the...
Language: English
-
The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test
Anubha Rohatgi; Ronny Scherer; Ove E. Hatlevik
Computers & Education Vol. 102, No. 1 (November 2016) pp. 103–116
Students' self-efficacy in using information and communication technology (ICT) is among the most important motivational constructs that are related to their ICT acceptance, use, and literacy. The present study attempts to generate new knowledge...
Language: English
-
More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science
Nani Teig; Ronny Scherer; Trude Nilsen
Learning and Instruction Vol. 56, No. 1 (August 2018) pp. 20–29
Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded...
Language: English
-
Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning
Ronny Scherer; Fazilat Siddiq; Timothy Teo
Computers & Education Vol. 88, No. 1 (October 2015) pp. 202–214
Studies on teachers' acceptance and use of information and communication technology (ICT) have revealed perceived usefulness to be a crucial determinant for integrating ICT in classrooms. In consequence, the present study focuses on teachers'...
Language: English
-
On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model
Ronny Scherer; Jo Tondeur; Fazilat Siddiq
Computers & Education Vol. 112, No. 1 (September 2017) pp. 1–17
The Technological, Pedagogical, and Content Knowledge (TPACK) framework – a framework which proposes a set of knowledge domains that are essential for effective teaching with technology – has gained considerable attention in the domain of education...
Language: English
-
Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement
Jo Tondeur; Johan van Braak; Fazilat Siddiq; Ronny Scherer
Computers & Education Vol. 94, No. 1 (March 2016) pp. 134–150
The main objective of this study is to develop a self-report instrument to measure pre-service teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities....
Language: English
-
A comprehensive investigation of TPACK within pre-service teachers\u2019 ICT profiles: Mind the gap!
Jo Tondeur; Ronny Scherer; Fazilat Siddiq; Evrim Baran
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge ...
-
Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale
Ove E. Hatlevik; Ronny Scherer; Knut-Andreas Christophersen
Computers & Education Vol. 113, No. 1 (October 2017) pp. 280–293
Crafting a validity argument is crucial for the development of any assessment of ICT literacy. In about the context of studying gender differences in ICT literacy, it has therefore become essential to ensure that gender differences are not due to...
Language: English
-
Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education
Jo Tondeur; Ronny Scherer; Evrim Baran; Fazilat Siddiq; Teemu Valtonen; Erkko Sointu
British Journal of Educational Technology Vol. 50, No. 3 (May 2019) pp. 1189–1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be...
-
Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy
Fazilat Siddiq; Ove Edvard Hatlevik; Rolf Vegar Olsen; Inger Throndsen; Ronny Scherer
Educational Research Review Vol. 19, No. 1 (November 2016) pp. 58–84
This study systematically reviews literature on assessment instruments of primary and secondary school students' ICT literacy. It has three objectives: (1) Describe the development and characteristics of the assessments; (2) Present a synthesis of...
Language: English
-
Factors affecting pre- and in-service use of technology in teaching: Implications for research and practice – Part 1
Daan Farjon; Anneke Smits; Joke Voogt; Gerald Knezek; Rhonda Christensen; Dominik Petko; Doreen Prasse; Jo Tondeur; Ronny Scherer; Fazilat Siddiq; Teemu Valtonen; Erkko Sointu; Johan van Braak
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 604–607
This symposium aims to contribute to a better understanding of the factors that contribute to or impede pre- and in-service teachers to use technology in their teaching. Three models are central and discussed in the contributions to the symposium....
-
(Future) Teachers’ Use of Technology and Development of TPACK: Insights from a Global Perspective
Joke Voogt; Teemu Valtonen; Erkko Sointu; Sini Kontkanen; Jari Kukkonen; Susanna Pöntinen; Jo Tondeur; Fazilat Siddiq; Ronny Scherer; Evrim Baran; Anneke Smits; Roland Bruijn; Henk La Roi; Floor van Renssen; Heleen Vellekoop; Lieke van Velze; Lin Zhang; Josh Rosenberg
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2499–2502
This contribution presents and discusses factors that affect (future) teachers uses of technology in their teaching in Finland, the Netherlands, Belgium and China. The contributions provide insights in teachers’ Technological Pedagogical Content...
Topics: Research & Evaluation, Technological, Pedagogical Content Knowledge (TPACK)