Need Tech? Nontraditional Student Perceptions of Educational Technology Tools

2019 ◽  
Vol 67 (2-3) ◽  
pp. 109-122 ◽  
Author(s):  
Catherine A. Cherrstrom ◽  
Stacey E. Robbins ◽  
Carrie J. Boden ◽  
John Bixby
Keyword(s):  
Educational Technology ◽  
Student Perceptions ◽  
Nontraditional Student ◽  
Technology Tools

Student Perceptions of Educational Technology Tools

2001 ◽  
Vol 23 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Irvine Clarke ◽  
Theresa B. Flaherty ◽  
Sandra Mottner
Keyword(s):  
Educational Technology ◽  
Student Perceptions ◽  
Technology Tools

scholarly journals Teachers beliefs and technology use in kindergarten and elementary classrooms

2015 ◽  
Vol 7 (3) ◽  
pp. 149 ◽  
Author(s):  
Majedah Fawzi Abu Al Rub
Keyword(s):  
Educational Technology ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Student Learning ◽  
Technology Use ◽  
Elementary Classrooms ◽  
Distinct Difference ◽  
Advance Student ◽  
Technology Tools ◽  
Teachers Beliefs

With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants. Keywords: teachers’ beliefs, technology use, kindergarten and elementary students

Nontraditional Student Perceptions of Collegiate Inclusion

2016 ◽  
Vol 64 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Patricia Witkowsky ◽  
Sylvia Mendez ◽  
Oluwafolakemi Ogunbowo ◽  
Grant Clayton ◽  
Nancy Hernandez
Keyword(s):  
Student Perceptions ◽  
Nontraditional Student

scholarly journals Can web thin clients be used to create flexible assessment spaces in a higher education setting?

2015 ◽  
Vol 9 (4) ◽  
pp. 69
Author(s):  
Stephen Webb ◽  
Manish Malik ◽  
Mike Wilson
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Pilot Study ◽  
Student Perceptions ◽  
Low Cost ◽  
Objective Assessment ◽  
Computer Based

For many HE institutions, a major factor inhibiting the wider deployment of computer-based objective assessment is the lack of suitable IT suites. The advent of pervasive wifi within HE campus environments, combined with the development of portable and low-cost browser-based devices, motivates the question of whether existing teaching spaces can be used as venues for computer-based assessment. This work describes the results of a pilot study aimed at investigating some of the technical and logistical issues surrounding this question and evaluating student perceptions of this particular implementation of an educational technology.

scholarly journals The effect of two educational technology tools on student engagement in Chinese EFL courses

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Yilian Teng ◽  
Xia Wang
Keyword(s):  
Educational Technology ◽  
Student Engagement ◽  
Social Networking ◽  
Three Dimensions ◽  
Emotional Engagement ◽  
Advantages And Disadvantages ◽  
Technology Tools ◽  
Specific Discipline ◽  
Principal Factors ◽  
The Relationship

AbstractEducational technology has become an indispensable aspect of higher education, playing a crucial role in affecting student engagement, in particular. The application, advantages and disadvantages of learning management systems (LMS) and social networking systems in Chinese EFL courses, represented by Superstar—Xuexitong and WeChat, are introduced. The study aims to explore the relationship between the two educational technology tools and three dimensions of student engagement. Using an adopted and revised questionnaire from previous researches, the study measures the extent of impact of the specified educational technology tools on student engagement with the help of SPSS. Through the independent sample T tests, analysis of variance, correlation and regression, the study found that emotional engagement has the strongest positive effect on educational technology engagement. In addition, analysis of the four principal factors indicates that using LMS could engage students more than adopting social networking systems. There are significant differences in cognitive engagement between different genders, with that of males surpassing females. This article provides some empirical evidence for exploration into the use of educational technology in a specific discipline to foster better student engagement.

Sign in / Sign up

Export Citation Format

Share Document