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Josef Guggemos
Former Member
Title
PD Dr.
Last Name
Guggemos
First name
Josef
Email
josef.guggemos@unisg.ch
Phone
+41 71 224 26 92
Now showing
1 - 10 of 79
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PublicationType: journal articleJournal: International Journal of Learning Technology
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PublicationType: journal articleJournal: Computers & EducationVolume: 188Issue: 104552
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PublicationType: journal articleJournal: International Journal of Learning Technology (IJLT)Volume: 16Issue: 1
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PublicationType: journal articleJournal: Zeitschrift für Berufs- und WirtschaftspädagogikIssue: Beiheft 31
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PublicationType: journal articleJournal: Zeitschrift für Berufs- und WirtschaftspädagogikIssue: Beiheft 31
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PublicationIndividualisierung in der beruflichen Bildung durch Hybrid Intelligence. Potentiale und Grenzen(Franz Steiner Verlag, 2021)
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PublicationOn the predictors of computational thinking and its growth at the high-school levelComputational thinking (CT) is a key 21st-century skill. This paper contributes to CT research by investigating CT predictors among upper secondary students in a longitudinal and natural classroom setting. The hypothesized predictors are grouped into three areas: student characteristics, home environment, and learning opportunities. CT is measured with the Computational Thinking Test (CTt), an established performance test. N = 202 high-school students, at three time points over one school year, act as the sample and latent growth curve modeling as the analysis method. CT self-concept, followed by reasoning skills and gender, show the strongest association with the level of CT. Computer literacy, followed by duration of computer use and formal learning opportunities during the school year, have the strongest association with CT growth. Variables from all three areas seem to be important for predicting either CT level or growth. An explained variance of 70.4% for CT level and 61.2% for CT growth might indicate a good trade-off between the comprehensiveness and parsimony of the conceptual framework. The findings contribute to a better understanding of CT as a construct and have implications for CT instruction, e.g., the role of computer science and motivation in CT learning.Type: journal articleJournal: Computers & Education
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PublicationTeaching with and teaching about technology - evidence for professional development of in-service teachersThe digital transformation has implications for how and what to teach. For the purpose of professional development, the paper at hand presents a conceptual framework for predicting the use of technology as a means and as a content of instruction. It is informed by the TPACK framework and the ‘will, skill, tool’ model. The predictors are Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPACK), Technological Collaboration Knowledge (TCoK), and Attitudes. These constructs are measured by newly developed self-assessment instruments. Structural equation modeling using a sample of 212 in-service teachers from commercial schools in German-speaking Switzerland lend support to the soundness of the measurement instrument and the conceptual framework. Overall, 36% of the variance of the use of technology as a means and 45% of the variance for the use as the content of instruction can be explained. Mediation and multigroup analyses, a finite-mixture segmentation, comparisons of competing models, and factor score regression yielded evidence for the robustness of the conceptual framework.Type: journal articleJournal: Computers in Human Behavior
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PublicationType: journal articleJournal: British Journal of Educational TechnologyVolume: 51Issue: 5
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PublicationType: journal articleJournal: Computers in Human Behavior