Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines
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 pedagogic...
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| Veröffentlicht in: | Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education) 2021-09, Vol.8 (3), p.443-464 |
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| container_title | Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education) |
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| creator | Sasota, Randolf S. Cristobal, Ruby R. Sario, Imelda S. Biyo, Josette T. Magadia, Joselito C. |
| description | 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. |
| doi_str_mv | 10.1007/s40692-021-00185-w |
| format | Article |
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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.</description><identifier>ISSN: 2197-9987</identifier><identifier>EISSN: 2197-9995</identifier><identifier>DOI: 10.1007/s40692-021-00185-w</identifier><language>eng</language><publisher>Berlin/Heidelberg: Springer Berlin Heidelberg</publisher><subject>Attitudes ; Beliefs ; Classrooms ; Competence ; Computer Attitudes ; Computer literacy ; Computers ; Computers and Education ; Education ; Educational Technology ; Influence ; Learning ; Learning Processes ; Literature Reviews ; Mathematical analysis ; Mathematics ; Pedagogy ; Science education ; Science Instruction ; Secondary Education ; Self Efficacy ; Skills ; Student Centered Curriculum ; Student Motivation ; Teacher Effectiveness ; Teachers ; Teaching ; Teaching Experience ; Teaching Methods ; Technology Acceptance Model ; Technology Integration ; Variables</subject><ispartof>Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education), 2021-09, Vol.8 (3), p.443-464</ispartof><rights>The Author(s) 2021</rights><rights>The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c363t-e06d43fd83780ac24d111e2676384c9a78b71e708237b0055ed6a9460cd946f53</citedby><cites>FETCH-LOGICAL-c363t-e06d43fd83780ac24d111e2676384c9a78b71e708237b0055ed6a9460cd946f53</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s40692-021-00185-w$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2932481410?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,776,780,21367,27901,27902,33721,41464,42533,43781,51294</link.rule.ids></links><search><creatorcontrib>Sasota, Randolf S.</creatorcontrib><creatorcontrib>Cristobal, Ruby R.</creatorcontrib><creatorcontrib>Sario, Imelda S.</creatorcontrib><creatorcontrib>Biyo, Josette T.</creatorcontrib><creatorcontrib>Magadia, Joselito C.</creatorcontrib><title>Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines</title><title>Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education)</title><addtitle>J. Comput. Educ</addtitle><description>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. 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Cristobal, Ruby R. ; Sario, Imelda S. ; Biyo, Josette T. ; Magadia, Joselito C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c363t-e06d43fd83780ac24d111e2676384c9a78b71e708237b0055ed6a9460cd946f53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Attitudes</topic><topic>Beliefs</topic><topic>Classrooms</topic><topic>Competence</topic><topic>Computer Attitudes</topic><topic>Computer literacy</topic><topic>Computers</topic><topic>Computers and Education</topic><topic>Education</topic><topic>Educational Technology</topic><topic>Influence</topic><topic>Learning</topic><topic>Learning Processes</topic><topic>Literature Reviews</topic><topic>Mathematical analysis</topic><topic>Mathematics</topic><topic>Pedagogy</topic><topic>Science education</topic><topic>Science Instruction</topic><topic>Secondary Education</topic><topic>Self Efficacy</topic><topic>Skills</topic><topic>Student Centered Curriculum</topic><topic>Student Motivation</topic><topic>Teacher Effectiveness</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Teaching Experience</topic><topic>Teaching Methods</topic><topic>Technology Acceptance Model</topic><topic>Technology Integration</topic><topic>Variables</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sasota, Randolf S.</creatorcontrib><creatorcontrib>Cristobal, Ruby R.</creatorcontrib><creatorcontrib>Sario, Imelda S.</creatorcontrib><creatorcontrib>Biyo, Josette T.</creatorcontrib><creatorcontrib>Magadia, Joselito C.</creatorcontrib><collection>Springer Nature OA/Free Journals</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>Education Database</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sasota, Randolf S.</au><au>Cristobal, Ruby R.</au><au>Sario, Imelda S.</au><au>Biyo, Josette T.</au><au>Magadia, Joselito C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines</atitle><jtitle>Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education)</jtitle><stitle>J. 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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.</abstract><cop>Berlin/Heidelberg</cop><pub>Springer Berlin Heidelberg</pub><doi>10.1007/s40692-021-00185-w</doi><tpages>22</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Attitudes Beliefs Classrooms Competence Computer Attitudes Computer literacy Computers Computers and Education Education Educational Technology Influence Learning Learning Processes Literature Reviews Mathematical analysis Mathematics Pedagogy Science education Science Instruction Secondary Education Self Efficacy Skills Student Centered Curriculum Student Motivation Teacher Effectiveness Teachers Teaching Teaching Experience Teaching Methods Technology Acceptance Model Technology Integration Variables |
| title | Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines |
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