Abstract
The proliferation of information and communication technologies (ICT) in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. ICT use and integration in teaching then, becomes an essential component of pedagogical processes to have an effective teacher–student interaction and to optimize learning. While past studies have already established evidence that attitude toward ICT (will), ICT skills (skill), and availability of ICT resources (tool) elements are indeed important contributors to the integration of ICT in teaching, little attention has been paid yet to differences in these elements and in this model of ICT integration between subject areas of science and mathematics. Thus, this study aims to examine the significant differences in these factors between science and mathematics (S&M) teaching guided by the Will–Skill–Tool (WST) model developed by Christensen and Knezek (2001, 2008). Using independent samples t test and multiple linear regression, results show that science teachers had higher scores in will, skill, tool, and ICT integration indices compared to mathematics teachers. Findings also revealed that WST model of ICT integration differs between science and mathematics areas, particularly in terms of which among the factors had the strongest influence on ICT integration. The study recommends distinct approaches in providing capacity training development on ICT integration for teachers considering the context of subject specific area.
Highlights
The proliferation of digital technology, information and communication technology (ICT), in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes
Based on the study of Nelson et al (2019) that recommended that educational programs should use comprehensive approaches that give opportunities to teachers to see technology in relevant context, this present study addresses the gap of limited studies that analyzed ICT integration model by subject areas, between science and mathematics
This current study aimed to examine significant differences in the will, skill, tool, and ICT integration in teaching between science and mathematics teaching areas
Summary
The proliferation of digital technology, information and communication technology (ICT), in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. Included in the Will category are: lack of anxiety (Agyei and Voogt 2010); lack of teacher confidence (Buabeng-Andoh 2012); attitude and beliefs toward technology (Farjon et al 2019), level of IT curricular expectations; teachers’ beliefs in studentcentered teaching–learning (Hew and Tan 2016); computer confidence (Peeraer and Van Petegem 2010); and openness to change (Vannatta and Fordham 2004). Technology competency (Agyei and Voogt 2010), educational qualification, teaching experience, ICT use experience (Aramide et al 2015), lack of teacher ICT skills, lack of pedagogical teaching (Buabeng-Andoh 2012), competency of technology use (Farjon et al 2019), ICT skills (Peeraer and Van Petegem 2010), and amount of technology training (Vannatta and Fordham 2004) are the variables identified as significant factors of ICT integration that can be categorized under Skill element. Previous studies have established that will (computer attitude), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate ICT in teaching
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