Examining the influence of teachers ' beliefs towards technology integration in classroom

2016 ◽  
Vol 33 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Sallimah Salleh
Keyword(s):  
Technology Use ◽  
Theoretical Modelling ◽  
Psychological Variables ◽  
Content Type ◽  
Applied Model ◽  
Measurement Models ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers Beliefs ◽  
Tpb Model

Purpose – The purpose of this paper is to examine how the direct and indirect factors of the elaborated theory of planned behaviour (TPB) relate to teachers’ intentions and use of technology in teaching. Design/methodology/approach – The current study attempted to provide an understanding of teachers’ beliefs and intentions to use technology in teaching, and their influence on behaviours by applying and elaborating Ajzen’s TPB, a widely applied model for investigating social behaviour. Findings – The elaborated TPB model was found to be a marginally fitting model in predicting and explaining intention and behaviour. The model explained only 17 per cent of variance in intention and 13 per cent in use of technology. Teacher’s use of technology in teaching was predicted by intention and perceived behavioural control (PBC); and intention was predicted by attitude towards the technology and PBC. Subjective norms made weak prediction on intention. The TPB model of direct factors explained 25 per cent of variance in intention and 16 per cent in use of technology. Originality/value – This study takes a theoretical modelling approach, based on a survey assessing psychological variables (such as teachers’ beliefs, attitudes, and perceptions) to explain teachers’ technology use in the classroom. The theoretical approach of this study is new within studies of computer technology use, which have normally been limited to reporting user demographic characteristics and/or factors influencing its use among users. This study attempted to develop measurement models that might be replicated by other researchers interested in the influencing factors for teachers’ technology use in education.

scholarly journals Technology implementation in delivery of healthcare to older people: how can the least voiced in society be heard?

2018 ◽  
Vol 12 (2) ◽  
pp. 76-90 ◽  
Author(s):  
Yvonne van Zaalen ◽  
Mary McDonnell ◽  
Barbara Mikołajczyk ◽  
Sandra Buttigieg ◽  
Maria del Carmen Requena ◽  
...  
Keyword(s):  
Older Adults ◽  
Older People ◽  
Older Adult ◽  
Social Relations ◽  
Technology Use ◽  
Great Emphasis ◽  
Older Person ◽  
Content Type ◽  
Mediating Role ◽  
Use Of Technology

PurposeThe purpose of this paper is to focus on ethical and judicial themes related to technology and the older adults.Design/methodology/approachDifferent consecutive phases in technology design and allocation will be discussed from a range of perspectives.FindingsLongevity is one of the greatest achievements of contemporary science and a result of development of social relations. Currently, various non-communicable diseases affect older adults and impose the greatest burden on global health. There is a great emphasis across Europe on caring for the older person in their own homes. Technology has a mediating role in determining the possibilities for good quality of life (QOL). The concept of assisting the older adult through the use of technology so as to access healthcare services has enormous potential. Although the potential of technology in healthcare is widely recognised, technology use can have its downsides. Professionals need to be aware of the risks, namely, those related to the privacy of the older person, which may accompany technology use.Research limitations/implicationsBy 2050, there will be more people aged over 65 than there are children. This phenomenon of global ageing constitutes a massive challenge in the area of health protection.Practical implicationsProfessionals need to be aware of the risks, for example, related to the privacy of the older person, that may accompany technology use.Social implicationsThere is a great emphasis across Europe on caring for the older person in their own homes. Technology has a mediating role in determining the possibilities for QOL.Originality/valueThe concept of assisting the older adult through the use of technology to avail of healthcare has enormous potential. Assistive technology, social media use and augmentative and alternative communication can have a positive effect on the QOL of older people, as long as they are supported enough in use of these technologies. However, ethical and juridical considerations are at stake as well.

scholarly journals Technology Use in Ophthalmology Resident Education: Results to Aid Program Directors in Curriculum Development

2019 ◽  
Vol 11 (02) ◽  
pp. e1-e6
Author(s):  
Jennifer L. Lindsey ◽  
Laura L. Wayman ◽  
Etoi A. Garrison ◽  
Mario Davidson ◽  
Charlene M. Dewey
Keyword(s):  
Curriculum Development ◽  
Needs Assessment ◽  
Residency Program ◽  
Technology Use ◽  
Best Practice ◽  
Online Survey ◽  
Program Improvement ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Online Quizzes

Background The Accreditation Council for Graduate Medical Education in ophthalmology lists the use of information technology to optimize learning as a common program requirement. The use of technology in published studies often takes the form of e-learning. No study to date outlines what methods are preferred by residents and faculty in United States Ophthalmology programs. Objective We conducted a needs assessment to evaluate the current state of technology in teaching and learning in an ophthalmology residency program, to identify barriers to using technology, and to determine areas for future curriculum development. Methods We used an anonymous online survey to assess current residents and faculty within our ophthalmology residency program. Results Residents identified their primary learning styles as visual and kinesthetic and they preferred videos and online question banks.More than 35% of faculty respondents “never” use technology in teaching. Among faculty who do use technology, online quizzes and videos were the most common modalities used to supplement lectures. Common barriers to incorporating technology included lack of time, lack of knowledge of available technologic tools, and lack of skill in using technology.Both faculty and residents identified a Web platform for curricular elements and a feedback app as potentially beneficial additions to the curriculum. Each group rated an app to receive feedback more highly than an app to provide it. The two groups disagreed on the usefulness of online quizzes. There was variability among faculty responses regarding the usefulness of technology in teaching. Conclusion Our needs assessment identified areas of agreement among residents and faculty as well as mismatches and barriers regarding the use of technology to support learning by ophthalmology residents. Our study is an example of a best practice for use of a needs assessment to provide a framework for curriculum development and program improvement in an individual program. Further research is needed to generalize these results across ophthalmology programs.

scholarly journals Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use

2017 ◽  
Vol 3 (1) ◽  
pp. 16 ◽  
Author(s):  
Sara Jolly Jones
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
School Context ◽  
School Setting ◽  
Individual Student ◽  
Technology In The Classroom ◽  
Teacher Background ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Teachers Attitudes

As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers’ thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers’ beliefs and actions. Teachers in this study expressed positive views of technology in general, exhibiting high technology efficacy and valuing the development of technology skills in their students. However, all four teachers struggled to include instructional technology in ways that are consistent with a Montessori paradigm. Although individual student use of adaptive tutoring software was the most common use of technology, the teachers varied greatly in both the amount of student time spent on computers and the roles that technology played in their classrooms.

Aging, PEOU, and adoption of communication technology

2019 ◽  
Vol 37 (2) ◽  
pp. 139-147
Author(s):  
Anyuan Shen
Keyword(s):  
Cognitive Decline ◽  
Communication Technology ◽  
Health Care Professionals ◽  
Technology Use ◽  
Chronological Age ◽  
Unique Contribution ◽  
Older Americans ◽  
Content Type ◽  
Use Of Technology ◽  
Actual Use

Purpose Electronic communication technology can facilitate communications with family, friends and health-care professionals and deliver products and services that can significantly raise quality of life for the aging population. However, technology use by older Americans lags behind that of younger Americans. This paper aims to explore physiological decline and cognitive decline as underlying causes or antecedents that may uniquely contribute to predicting perceived ease of use (PEOU) and actual use of technology over and beyond chronological age among older adults. Design/methodology/approach Data were collected by University of Michigan’s 2012 Health and Retirement Study from a national sample of 1,686 respondents age 50 or older. Data were analyzed with the Mplus software package. The conceptual framework was estimated with a path analysis model. Findings Results indicated that physiological decline (vision, hearing and health) and cognitive decline (memory) made a significant unique contribution to predicting PEOU and actual use of technology above and beyond chronological age. Implications for marketing technology-based products and services to older Americans were discussed. Originality/value This research has identified and empirically tested how variability in physiological decline and cognitive decline could uniquely predict use of communication technologies, directly and indirectly via PEOU, above and beyond chronological age.

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

2017 ◽  
pp. 56-73 ◽  
Author(s):  
Haixia Liu ◽  
Chin-Hsi Lin ◽  
Dongbo Zhang ◽  
Binbin Zheng
Keyword(s):  
Technology Use ◽  
Negative Attitude ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Teachers Perceptions ◽  
Future Design ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Available Technology ◽  
Internal Barriers

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers' perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers' pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers' use of technology in teaching.

scholarly journals USE OF TECHNOLOGY IN TEACHING ENGLISH

2021 ◽  
Vol 1 (2) ◽  
pp. 112-122
Author(s):  
Ayu Pratiwi ◽  
Elsa Pratiwi ◽  
Faradila Chantika ◽  
Hamida Putri ◽  
Resti Aulia Nengsih
Keyword(s):  
Technology Use ◽  
English Language ◽  
Human Beings ◽  
Cd Rom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Electronic Dictionary ◽  
Study Methodology ◽  
Power Point ◽  
Sports Activities

In language coaching and gaining knowledge of, we've got loads to select from the sector of generation: audio, TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. Technology has modified the dynamics of diverse industries, and has additionally encouraged the the manner human beings engage and paintings withinside the society. This speedy growing and improvement of statistics era has supplied a higher sample to discover the brand new coaching version. As a end result era performs a totally vital position in English coaching. Using multimedia to create a context to train English has its particular advantages. The instructors can have interaction the freshmen to grow to be professional at English Language through the usage of the revolutionary ELT strategies like English songs, movie, clippings, dramatics, advertisements, sports activities commentaries and plenty of extra. This paper stresses at the want to make English language training smooth and exciting thru revolutionary ELT techniquesby using a scope review study methodology, which is a literature review process between new theories and ideas, so this paper talk about definition and development of technology, use of generation in coaching English, the boom of elt via generation, and advantages of the use of generation in the classroom.

Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

2018 ◽  
pp. 1450-1467
Author(s):  
Haixia Liu ◽  
Chin-Hsi Lin ◽  
Dongbo Zhang ◽  
Binbin Zheng
Keyword(s):  
Technology Use ◽  
Negative Attitude ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Teachers Perceptions ◽  
Future Design ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Available Technology ◽  
Internal Barriers

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers' perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers' pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers' use of technology in teaching.

Man vs machine

2018 ◽  
Vol 52 (3/4) ◽  
pp. 725-757 ◽  
Author(s):  
Adam Powell ◽  
Charles H. Noble ◽  
Stephanie M. Noble ◽  
Sumin Han
Keyword(s):  
Technology Use ◽  
Latent Variables ◽  
Interaction Analysis ◽  
Data Access ◽  
Complex Nature ◽  
Environmental Characteristics ◽  
Content Type ◽  
Customer Commitment ◽  
Use Of Technology ◽  
Wide Range

Purpose The purpose of this paper is to examine the use of technology in customer relationship management (CRM) support capabilities by using an environmental contingency perspective. By examining the moderating effects of micro- and macro-environmental characteristics in which CRM support capabilities are used, the authors seek to extend the literature on CRM technology effectiveness in both customer commitment and overall firm performance. The authors also seek to advance managerial knowledge about CRM support capability technology utilization strategies in various market offering and dynamic market settings. Design/methodology/approach The authors utilized a questionnaire to collect data from a sample of 276 small business CRM managers across a wide range of industries. Measures were adapted from the existing literature, and these were largely multiple-item measures of latent variables. The hypotheses were tested using a combination of Ridge regression and a bootstrapping test of mediation. In addition, residual centering was used to reduce multi-collinearity in the interaction analysis. Findings The contingency/fit analysis performed in this research highlights the complex nature of the use of technology in CRM support capabilities. The benefits of a man vs a machine CRM support capability depend on the support function (whether marketing, sales, service, data access or data analysis), as well as upon the characteristics of the operating environment. Machine-based marketing support is positively related with customer commitment in turbulent markets, and machine-based service support is preferred in technologically turbulent markets. Sales support, on the other hand, is positively related to customer commitment in technologically turbulent markets when performed by man rather than machine. Practical implications CRM support capabilities differ across firms and markets, thus a “one size fits all” approach is not appropriate. This research shows under what conditions a machine-based approach to CRM can be effective for small businesses. Originality/value This research is the first to consider market offering and turbulence variables as moderators of the relationship between technology use in CRM support capabilities and customer commitment. Taking this contingency approach, the authors find that resource-based competitive advantage is obtainable based on the fit of the resources (e.g. CRM capabilities) to the environmental characteristics of the firm. Through this perspective that is unique to CRM research, the authors are able to provide both general and specific recommendations to managers and researchers.

scholarly journals Understanding technology use through multimodal layers: a research review

2020 ◽  
Vol 37 (5) ◽  
pp. 375-387
Author(s):  
Karoline Schnaider ◽  
Limin Gu ◽  
Oscar Rantatalo
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Research Review ◽  
Content Type ◽  
Theoretical Concepts ◽  
School Practices ◽  
Sign Systems ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Technology In Classroom

PurposeThe purpose of this study is to examine the use of digital technologies by teachers and students in teaching and learning from a multimodal layer perspective.Design/methodology/approachThe article reviews 64 studies on technology use. A content analysis based on the theoretical concepts of “multimodal layers” was used to synthesise previous research.FindingsThe findings indicate that the use of technology in classroom practices by teachers and students is multifaceted and that transitions exist between technologies and sign-systems and are differently related to sign-making activities and thus constitute different uses. Between layers, traces can be made that connect the use of technology to differences in sign-making activities.Practical implicationsA multimodal layer perspective on technology use is fruitful to understand what happens at the intersection of technology and human activities in school practices. Moreover, more attention to multimodal layers can inform future effective technology usage and design.Originality/valueThe review offers comprehensive insights on how previous research has studied technology using multimodal layers as an analytical lens.

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