Abstract
The research study deals with the issue of attitudes towards the use of ICT in the education of andragogy students. As a method of research, we chose a three-year experiment. The study first surveyed 224 students in andragogical fields – future educators - in order to discover input factors like identifying their relationship to ICT, skills, experience in the field of ICT and frequency of the use of ICT at work. The study further examines four separate variables, representing three dimensions of attitudes (cognitive, conative and emotional) towards the use of ICT in education – the conviction to use ICT in their teaching, the opinion on the impact of the use of ICT on the understanding of curriculum, the opinion on the impact of the use of ICT in teaching and education itself and the tendency to act to recommend the use of ICT in teaching to their colleagues. In the university teaching of students itself, using the didactic method of AIDA on a mathematical problem, the experimental group is the subject of a demonstration of the use of ICT in empirical verification of the results of the task, as opposed to a control group that does not use ICT in teaching. Specifically, the representation of results in MS Excel and the empirical verification of results in a Python-created program are used. The research aims to determine the impact of the demonstration of a one-off use of ICT in teaching on the change of dimensions of attitude towards the use of ICT in education represented by separated variables. Their rate is measured by a 10-point bipolar scale. The results show p value (p<0.05), which provides evidence that a one-off demonstration of the use of ICT in the teaching of andragogy students is a factor that statistically significantly influences these dimensions of attitude towards the use of ICT in education and thus its overall change, regardless of the gender of the students. The three-year research study confirmed these results in an aggregated experimental group of 112 respondents who were compared with the same aggregated control group.
Highlights
The issue of the use of ICT in education is extensive
We considered the concepts of Technological Pedagogical Content Knowledge (TPCK) (Koehler et al, 2013) and DigComp (Vuorikari et al, 2016)
We have separated all variables so that our experiment can be repeated at any time, which is why we describe in great detail the AIDA method used and accurately describe the demonstration of the use of ICT for the experimental group
Summary
The issue of the use of ICT in education is extensive. Due to the rapid expansion of the use of ICT in all areas of education in recent decades, it has not been enough to form a uniform methodology for the teaching of ICT (Takada et al, 2020). There are many concepts of digital competencies, such as DigComp (European Digital Competence Framework 2.0) (Vuorikari et al, 2016) This model works with eight levels of competence from beginner to expert. Koehler et al (2013) seek to apply the TPCK model in the preparation of future teachers. They verify their approach at the Learning Technology Through Design course. Students of different specializations learn to prepare (create) ICT-based tutorials together. They propose their own course focused on specific www.ijcrsee.com 121
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