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The Contribution of Academic Education to Predicting the Level of Technological Pedagogical Content Knowledge of Teachers in Israel
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, Gordon College of Education, Israel ; , The Open University, Achva Academic College, Israel

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The current study aims to examine the contribution of teachers' academic education to predicting the level of technological-pedagogic knowledge in the classroom. The research methodology was quantitative. The research involved 438 elementary school teachers in Israel. The teachers completed a questionnaire on technological-pedagogical subject knowledge that was constructed for this study. The research findings show that teaching seniority, academic education and the teachers' position clearly predict their technological knowledge of Office tools, while academic education and their position distinctly predict their teaching in an ICT environment. The findings indicate that considerable teaching experience and academic education advance the teachers' technological knowledge, but academic education regardless of teaching experience promotes their technological-pedagogic knowledge. Hence academic education is a significant and critical factor for teachers that combines Information and Comm

Citation

Magen- Nagar, N. & Avidov- Ungar, O. (2015). The Contribution of Academic Education to Predicting the Level of Technological Pedagogical Content Knowledge of Teachers in Israel. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 61-66). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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