TY - JOUR
T1 - Evaluating an integrated cognitive competencies model to enhance teachers’ application of technology in large-scale educational contexts
AU - Wiziack, João Carlos
AU - dos Santos, Vitor Manuel Pereira Duarte
N1 - Wiziack, J. C., & dos Santos, V. M. P. D. (2021). Evaluating an integrated cognitive competencies model to enhance teachers’ application of technology in large-scale educational contexts. Heliyon, 7(1), [e05928]. https://doi.org/10.1016/j.heliyon.2021.e05928
PY - 2021/1
Y1 - 2021/1
N2 - There are cultural and educational barriers that hinder the adoption of technologies in educational practice. This is mainly owed to how the majority of teachers are still digital immigrants lacking adequate preparation to work in an environment of fast-paced innovation and without the corresponding updates of cognitive technology. In order to mitigate this problem, in this paper we present an alternative framework that intends to increase the effectiveness of technological application in broader educational contexts bringing together three constructs causally relating the domains of Cognitive and Motivational Competencies (CMC) – relating to people; Organisational Institutional Complexity (OIC) – educational systems and Behavioural Intentional Use of Technology (BIUT) relating to adoption of attitudes. Measurement indicators were applied to evaluate each construct in order to better predict teaching behaviour in a broader educational context. The framework evaluation was performed by two focus groups composed of experienced, highly specialised education consultants who assessed the pedagogical, technological, teacher's behaviour and overall institutional/organisational environment involving the proposed alternative solutions. The discussions and results show that participants agreed on the proposed framework's usefulness and its contributions to help teachers mediate the gaps between school and the outside world, all the while considering political and administrative barriers. The evaluators also highlight the structured motivational and self-efficacy aspects that must involve teachers and other stakeholders concerned with adopting a new social action profile for the benefit of collectives. The next work to follow this paper will be a dissemination proposal concerning the Brazilian National Educational Plan, a technological adoption that effectively meets Education's institutional principles in this country.
AB - There are cultural and educational barriers that hinder the adoption of technologies in educational practice. This is mainly owed to how the majority of teachers are still digital immigrants lacking adequate preparation to work in an environment of fast-paced innovation and without the corresponding updates of cognitive technology. In order to mitigate this problem, in this paper we present an alternative framework that intends to increase the effectiveness of technological application in broader educational contexts bringing together three constructs causally relating the domains of Cognitive and Motivational Competencies (CMC) – relating to people; Organisational Institutional Complexity (OIC) – educational systems and Behavioural Intentional Use of Technology (BIUT) relating to adoption of attitudes. Measurement indicators were applied to evaluate each construct in order to better predict teaching behaviour in a broader educational context. The framework evaluation was performed by two focus groups composed of experienced, highly specialised education consultants who assessed the pedagogical, technological, teacher's behaviour and overall institutional/organisational environment involving the proposed alternative solutions. The discussions and results show that participants agreed on the proposed framework's usefulness and its contributions to help teachers mediate the gaps between school and the outside world, all the while considering political and administrative barriers. The evaluators also highlight the structured motivational and self-efficacy aspects that must involve teachers and other stakeholders concerned with adopting a new social action profile for the benefit of collectives. The next work to follow this paper will be a dissemination proposal concerning the Brazilian National Educational Plan, a technological adoption that effectively meets Education's institutional principles in this country.
KW - Critical pedagogy
KW - Institutional complexity
KW - Integrated cognitive competencies
KW - Self-efficacy
KW - Teaching and learning
KW - Transforming pedagogy
UR - http://www.scopus.com/inward/record.url?scp=85099627829&partnerID=8YFLogxK
UR - https://www.webofscience.com/wos/woscc/full-record/WOS:000618043700024
U2 - 10.1016/j.heliyon.2021.e05928
DO - 10.1016/j.heliyon.2021.e05928
M3 - Article
AN - SCOPUS:85099627829
SN - 2405-8440
VL - 7
JO - Heliyon
JF - Heliyon
IS - 1
M1 - e05928
ER -