Search results

This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.

The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.

Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.

The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.

The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.

This paper finds the returns from soil conservation practices and examines whether the welfare implications of adopting the conservation practices are heterogeneous across the farming groups in Indian agriculture.

The study uses an endogenous switching regression (ESR) method on the data collected from the 77th round of National Sample Survey (2019–21) to quantify the returns from adopting soil conservation practices.

It finds that farmers adopting soil health conservation practices would have reduced their crop yield by 13% if they did not implement them. Similarly, smallholders who have not adopted soil health management practices would have increased crop yield by 16% if they had adopted the practices. The authors also observed that the returns from adopting soil health management practices vary across farming groups, where marginal and large farms tend to gain higher yields. Finally, the authors find that regardless of farm size, smallholders who did not adopt soil health management practices would benefit from adopting these with increased crop yields of 29%–31%.

More data could have been better for drawing policy implications, since the number of soil card users are relatively less.

This research work uses nationally representative data, which is first in nature on this very aspect.