Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice
Douglas Agyei, University of Cape Coast, Ghana ; Joke Voogt, Unervisty of Twente, Netherlands
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study examined 100 beginning teachers’ transfer of learning in utilizing Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program characterized by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was postulated as characteristics of 1. the professional development program, 2. beginning teachers and 3. school environment. Beginning teachers held strong and positive pedagogical views about the professional development program, which was the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Agyei, D. & Voogt, J. (2013). Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2992-2999). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).