In light of the findings the present study has revealed, we first conclude that teachers' computer self-efficacy plays a significant role for their emphasis on developing students' digital and information skills in classroom settings.
The method transforms the conventional learning paradigm where the teacher is the only one talking and conveying information in a classroom.
The flipped classroom incorporates technology into the learning model as students are prompted and required to listen to lecture based material at home and come to class ready to engage and apply the information in the classroom setting.
As the team became aware of emerging issues, they would discuss them at the team meetings, and then seek further information in the classroom observations, anecdotally from students, and in the end-of-term student questionnaires.
Based on data collected from this pilot, the LTG PD program was shown to lead to significant gains in teachers' geometry content knowledge, along with the knowledge to effectively convey that information in the classroom.
Students were recruited from 9th grades of 10 schools (different types of schooling: vocational, intermediate and academic) by giving oral and written information in the classroom within a time period of 6 months.
On the basis of these findings, we argue that taking a multidimensional perspective on both CSE and TEDDICS can provide detailed information on the relation between specific ICT-related self-beliefs and the emphasis on developing specific digital and information skills in classrooms.
Most of the teachers we have trained rave about the amount of information they learn through the program and have incorporated the information in their classrooms.
However, past researches have shown that the application of information technology in classrooms is still at an unsatisfactory level.
Second, the information technology used in classroom environment in SCI is tailored to the general technological usage in smart classrooms.
