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2015\u003Cbr>Enhancing Playful Teachers’ Perception of The Importance of ICT Use In The Classroom: The Role of Risk Taking AsA Mediator\u003Cbr>A. Lin Goodwin\u003Cbr>Teachers College, Columbia University, USA, [alg25@columbia.edu](alg25@columbia.edu)\u003Cbr>Ee Ling Low\u003Cbr>National Institute of Education, Nanyang Technological University,Singapore, [eeling.low@nie.edu.sg](eeling.low@nie.edu.sg)\u003Cbr>Pak TeeNg\u003Cbr>National Institute of Education, Nanyang Technological University, Singapore, [paktee.ng@nie.edu.sg](paktee.ng@nie.edu.sg)\u003Cbr>Alexander S. Yeung\u003Cbr>Institute for Positive Psychology and Education, Australian Catholic University, [Alexander.Yeung@acu.edu.au](Alexander.Yeung@acu.edu.au)\u003Cbr>Li Cai\u003Cbr>National Institute of Education, Nanyang Technological University, Singapore, [li.cai@nie.edu.sg](li.cai@nie.edu.sg) |  |\n\nRecommended Citation  \nGoodwin, A. L., Low, E., Ng, P., Yeung, A. S., & Cai, L. (2015). Enhancing Playful Teachers’ Perception of The Importance of ICT Use In The Classroom: The Role ofRisk Taking AsA Mediator. Australian Journal of Teacher Education, 40 (4).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss4/8](http://ro.ecu.edu.au/ajte/vol40/iss4/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss4/8](http://ro.ecu.edu.au/ajte/vol40/iss4/8)  \nAustralian Journal of Teacher Education  \nEnhancing Playful Teachers’ Perception of the Importance of ICT Use in the Classroom: The Role ofRisk Taking as a Mediator  \nA. Lin Goodwin  \nTeachers College, Columbia University, New York, The United States Of America  \nLow Ee Ling  \nNational Institute Of Education, Nanyang Technological University, Singapore  \nNg Pak Tee  \nNational Institute Of Education, Nanyang Technological University, Singapore  \nAlexander S. Yeung  \nInstitute For Positive Psychology And Education, Australian Catholic University  \nCai Li  \nNational Institute of Education, Nanyang Technological University, Singapore  \nAbstract: In today’s world, teaching and learning processes inevitably  \ninvolve the application of information and communication technology  \n(ICT). It seems reasonable to expect personal attributes such as  \ncognitive playfulness to be associated with consistent application of ICT.  \nUsing survey responses from Singapore students in a teacher education  \nprogramme (n = 450), structural equation modelling (SEM) found that  \nthe effect of cognitive playfulness on the perceived importance of ICT  \nwas mediated by risk taking orientation, but the mediation effect was not  \nobserved with perceived competence in ICT use. Academic self-concept  \nhad negligible relation with the two ICT variables. As personal  \nattributes may not be malleable whereas risk taking orientation can be  \nnurtured, the mediating role of risk taking implies a useful direction for  \nteacher education to enhance student teachers’ risk taking attitudes for  \npromoting the application of modern technologies as pedagogical tools  \nin schools.  \nThe introduction of Information and Communication Technology1 (ICT) into the teaching and learning cycle has become a global agenda. For instance, the United States of America launched The National Education Technology Plan (Department of Education USA, 2010), and ICT integration is an integral part of Australian Professional Standards for Teachers in Australia (Australian Institute for Teaching and School Leadership [AITSL], 2011). The use of ICT in education has also been emphasised by many other countries such as New Zealand (Ministry of Education, 2011), and Korea (Korea Education & Research Information Service, 2013) . Likewise, in Singapore, ICT integration in education is also clearly stipulated by the Ministry of Education (MOE). The Third Masterplan for ICT in Education (MOE Singapore, 2008) is one of a series of initiatives that introduce ICT into teaching and learning processes. A key message underlyin","cbCaicUVwp2Py9yG","https://ap.wps.com/l/cbCaicUVwp2Py9yG","pdf",163008,"English","# Abstract\n## ICT in teaching and learning as a global agenda\n## Teacher-level factors affecting ICT uptake\n## Purpose and model tested in the study","[{\"question\":\"What relationship did SEM reveal between cognitive playfulness and perceived importance of ICT use?\",\"answer\":\"Cognitive playfulness affected the perceived importance of ICT use indirectly through risk taking orientation.\"},{\"question\":\"Why was the mediation effect not observed for perceived competence in ICT use?\",\"answer\":\"The mediation pathway through perceived competence was not supported by the study’s structural equation modelling results.\"},{\"question\":\"What implication does the study suggest for teacher education?\",\"answer\":\"Because risk taking orientation can be nurtured, teacher education should enhance student teachers’ risk taking attitudes to support using modern technologies as pedagogical tools in schools.\"}]","Australian Journal of Teacher Education - Vol 40 - Issue 4 - Article 8 - Enhancing Playful Teachers’ Perception of the Importance of ICT Use in the Classroom - The Role of Risk Taking as a Mediator | PDF",1792077538,48]