Search results for author:"Fazilat Siddiq"
Total records matched: 13 Search took: 0.089 secs
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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
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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
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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
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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
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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
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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
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Learning in Digital Networks – ICT literacy: A novel assessment of students' 21st century skills
Fazilat Siddiq; Perman Gochyyev; Mark Wilson
Computers & Education Vol. 109, No. 1 (June 2017) pp. 11–37
The present investigation aims to fill some of the gaps revealed in the literature regarding the limited access to more advanced and novel assessment instruments for measuring students' ICT literacy. In particular, this study outlines the adaption,...
Language: English
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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
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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 ...
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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
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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...
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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....
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(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)