The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES

The purposes of this study were to identify and describe level of TISE and TPACK as well as relationship between TISE and TPACK of prospective biology teacher 2014 and 2015 batches of UNNES. Quantitative descriptive was chosen as the design for this study. A total of 190 prospective biology teachers 2014 and 2015 batches participated in this study. The instruments used were the Computer Technology Integration Survey from Wang et al., TPACK survey from Pamuk et al. and interview guidelines. The results of this study were most of prospective biology teachers had confidence in integrating technology and knowledge to integrate knowledge of technology, pedagogy and content in teaching biology. Correlation test result showed that most of TISE level of prospective teachers were in line with their TPACK level with correlation coefficient r=0,611 and p<0.05. The conclusions of this study were most of prospective biology teachers had moderate level of TISE and TPACK also there was a significant positive relationship between the level of TISE with TPACK among prospective biology teachers.

The Effect of ICT Training on the Science Teachers’ Self-Efficacy, Attitudes, and Students’ Academic Performance in Inclusive Schools 2015

The current study explores the effect of ICT training in Activeinspire program in four inclusive schools on the perceived Teacher’s self-efficacy, ICT usefulness and attitudes, and on the students’ science education performance results. To collect data on self-evaluation, this study used qualitative and quantitative methods which helped eleven science teachers to rate their self-efficacy, knowledge, and attitudes. Consequently, measurements of teachers’ attitudes with using computer technology, using open and closed ended questionnaires and The Computer Technology Integration Survey (CTIS) took place in 2014- 2015 academic year. Also, special needs students’ performance results were collected pre-and post ICT training. This study identified possible influences on self-efficacy beliefs, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration. Findings of this study revealed that teachers’ self-efficacy in the level of technology, technology use, and attitudes all have significant effects on the grades and interaction of students with special needs. The results indicated that participants of group one, who were trained, were able to better define and apply technology in the science classroom than group two which was not trained . The findings suggest that knowledge and beliefs can influence teachers’ intent to use technology in the classroom, especially as evidenced by the integration of ICT in their lesson plans. Moreover, results indicate a significant positive Pearson correlation r=.6 between teachers’ self-efficacy, knowledge, attitudes, and special education students’ science results. Recommendations, implications and future research were discussed. Keywords: Activeinspire training; Perceived self -efficacy; Computer technology integration, Academic performance, Inclusion.