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The Interaction of Psychological Constructs with Information Technology-Enhanced Teaching and Learning

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Second Handbook of Information Technology in Primary and Secondary Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Information Technology (IT) has developed into an effective teaching media available to educators. Research evidence clearly indicates that the effective use of IT-based tools by teachers leads to the enhancement of elementary and secondary school students’ learning achievement and all-round educational performance.

However, effective utilization of IT-based tools by teachers for the benefit of their students is almost totally dependent on the existence of relevant constructs in teachers’ and students’ affective arsenals. Constructs that characterize teachers such as teacher change, teacher knowledge, and pedagogical beliefs as well as affective constructs that typify both teachers and students such as autonomy, creativity, flexibility, motivation, satisfaction, and self-efficacy (that includes technological self-confidence) are vital tools in the repertoire of teachers and students needed to maximize the positive effect of IT-based tools in the classroom.

Educational administrators need to formulate pre-service as well in-service teacher training programs that include the enhancement of those constructs needed to successfully mediate the efficient use of IT-based tools that will conceivably lead to the promotion of student achievement and all-round performance in the educational process.

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Author information

Authors and Affiliations

  1. School of Education, Bar-Ilan University, Ramat Gan, Israel

    Yaacov J. Katz

  2. Michlala – Jerusalem Academic College, Jerusalem, Israel

    Yaacov J. Katz

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  1. Yaacov J. Katz
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Correspondence to Yaacov J. Katz .

Editor information

Editors and Affiliations

  1. University of Amsterdam, Amsterdam, The Netherlands

    Joke Voogt

  2. University of North Texas, Denton, Texas, USA

    Gerald Knezek

  3. University of North Texas, Denton, Texas, USA

    Rhonda Christensen

  4. University of Otago, Dunedin, New Zealand

    Kwok-Wing Lai

Section Editor information

  1. University of North Texas, Denton, Texas, USA

    Gerald Knezek

  2. University of North Texas, Denton, Texas, USA

    Rhonda Christensen

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Katz, Y.J. (2018). The Interaction of Psychological Constructs with Information Technology-Enhanced Teaching and Learning. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (eds) Second Handbook of Information Technology in Primary and Secondary Education . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-71054-9_24

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