Teachers’ Attitudes to Use of Advanced Technological Tools as Teaching and Learning Aids: From an Inter-Generational Perspective

2021 ◽  
Vol 4 (3) ◽  
pp. 329-354
Author(s):  
Nitza Davidovitch ◽  
◽  
Roman Yavich ◽  
Keyword(s):  
Generation X ◽  
Generation Y ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Digital Tool ◽  
Learning Methods ◽  
Study Program ◽  
Positive Attitudes ◽  
Research Findings ◽  
Teachers Attitudes

This study examines the perceptions and attitudes of teachers towards tablets as pedagogical aids from an intergenerational perspective. It is based on sociological theories and definitions that emphasize the disparities and the uniqueness of each “generation” as well as customary teaching and learning methods. The study compares teachers from Generation Y and Generation X and it was carried out about one year from the beginning of the COVID-19 pandemic, when all teachers regardless of “generation” were required to teach digitally. We focused on a common digital tool, the tablet, which enables diverse learning methods. A questionnaire was administered to teachers in the Israeli educational system (N = 154). The research findings showed that teachers from Generation Y (aged 26-42) have more positive general attitudes towards the use of tablets as an integral part of the study program and identify more advantages and less disadvantages than their Generation X colleagues (ages 43-65). The current research findings were compatible with research findings regarding the general attitudes of teachers towards innovative technologies and their integration in study programs in educational systems worldwide. The practical meaning of the study is that it is important to continue leading programs for integrating advanced technological appliances, and not only tablets, in the curriculum, as the generation of teachers who will be responsible for educating the younger generations and for leading these programs in particular is from the age group that has the most positive attitudes towards the subject.

Analysis of the Nascar Hall of Fame Exhibition Event: A Generation-Based Market Segmentation Approach

2019 ◽  
Vol 23 (6) ◽  
pp. 913-926
Author(s):  
Kakyom Kim ◽  
Giri Jogaratnam
Keyword(s):  
Generation X ◽  
Market Segmentation ◽  
Generation Y ◽  
Generational Differences ◽  
The Past ◽  
The Us ◽  
Segmentation Approach ◽  
Research Findings ◽  
Hall Of Fame ◽  
Southeastern Region

Research findings on generations have been becoming useful for event organizers and destination developers over the past decades. The current study investigated generational differences in exhibition dimensions, satisfaction, and future intentions along with trip characteristics of visitors to the NASCAR Hall of Fame Exhibition event held in a medium-sized city in the southeastern region of the US. Analysis confirmed the existence of six exhibition dimensions labeled as "exhibits," "staff," "facility," "concessions," "audio tours," and "hard cards" on the event. As part of the most substantial results, there were both dissimilarities and similarities in the exhibition dimensions across four generations including "Matures," "Baby Boomers," "Generation X," and "Generation Y." Analysis also suggested significant differences in exhibition visitors' overall satisfaction, future intentions, and trip characteristics across the generations. Some useful implications are discussed for exhibition event managers and organizers.

Community of Inquiry in Adult Online Learning

2010 ◽  
pp. 474-489 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Online Learning ◽  
Adult Education ◽  
Adult Learning ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Learning Communities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Adult Online Learning

The adult education literature emphasizes communitybuilding in order to increase effectiveness and success ofonline teaching and learning. In this chapter theCommunity of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in onlineenvironments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from anonline course. Overall, the research findings showed that students had positive attitudes toward the communitydeveloped in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

scholarly journals The Influence of Stream Selection with the Interest, Attitude and Perception of Form Three Students on Physics Subjects/ Pengaruh Pemilihan Aliran dengan Minat, Sikap Dan Persepsi Pelajar Tingkatan Tiga Terhadap Mata Pelajaran Fizik

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Noorzana Khamis ◽  
Fatin Aliah Phang
Keyword(s):  
Social Science ◽  
Rasch Model ◽  
Teaching And Learning ◽  
Critical Issue ◽  
Test Results ◽  
Validity And Reliability ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Research Findings ◽  
Students Attitudes

The decline in the percentage of students into science streams and subsequently taking physics subjects is a critical issue in the country. This study aims to identify the level of interest, attitude, and perception of Form 3 students in learning Physics and the influence of these variables on the post Form 3 stream enrolment selection. A total of 112 students in the district of Johor Bahru responded to a set of questionnaires on students’ interests, attitudes, and perceptions towards physics. The validity and reliability of the instrument were analyzed using Rasch model analysis. Descriptive and inferential statistical analyses were computed using Statistical Package for Social Science (SPSS) version 15.0 software to determine the means, standard deviations and t-test results. Results show that the level of students’ interest in Physics is moderate (mean = 3.52, SD = 0.64), while the level of students’ attitudes toward Physics is high (mean = 3.89, SD = 0.67) and the students' perceptions on the teaching and learning of Physics is also high (mean = 3.80, SD = 0.60). There are significant differences between the stream selection with interest, attitude, and perception on Physics (interest (t=5.135), attitude (t=4.798) and perception (t=3.664)). Therefore, the research findings show that these variables influence the Form 3 students' stream selection in Form 4. This shows that students' involvement in science and physics can reach a 60:40 ratio for science to non-science, with higher interest, positive attitudes and perceptions towards physics.

Community of Inquiry in Adult Online Learning

2010 ◽  
pp. 52-66 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Teaching And Learning ◽  
Online Learning Communities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Adult Online Learning ◽  
Community Of Inquiry Framework

The adult education literature emphasizes community building in order to increase effectiveness and success of online teaching and learning. In this chapter the Community of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in online environments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from an online course. Overall, the research findings showed that students had positive attitudes toward the community developed in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

scholarly journals Stavovi nastavnika o inkluzivnom odgoju i obrazovanju

2019 ◽  
Vol 13 (1) ◽  
pp. 92-104
Author(s):  
Matilda Karamatić-Brčić ◽  
Tea Viljac
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Education Policies ◽  
Inclusion Process ◽  
Positive Attitudes ◽  
Role Of Teachers ◽  
Teachers Attitudes

The concept of inclusive education puts all educational institutions in front of new tasks in which the role of teachers and other important educator’s changes in line with the demands of education policies. Attitudes determine people's behavior and they are formed on the basis of different factors. In the context of inclusive education, the positive attitudes of teachers and other educators towards implementation and providing inclusive education is a key prerequisite for a successful inclusion process at the level of school practice. The aim of this paper is to present teachers' attitudes towards the inclusion process in elementary schools. The results of this research have highlighted the importance and role of teachers at the level of teaching in the inclusion process. The results also represent some other important areas in which teachers can contribute to raise the quality of the inclusion process in all its dimensions. Within the educational system and the pedagogical sense of meaning, reducing the differences in everyday practice means accepting differences among students as an incent in the process of teaching and learning, and not as an obstacle.

scholarly journals Assessing the views of generation X faculty about generation Y medical students: a questionnaire-based study

2021 ◽  
Vol 8 (4) ◽  
pp. 1656
Author(s):  
Vinod Chayal ◽  
Archana Goel ◽  
Rashmi Chandel ◽  
Garima Shivhare
Keyword(s):  
Medical Students ◽  
Generation X ◽  
Generation Y ◽  
Teaching And Learning ◽  
Statistical Tests ◽  
Medical Faculty ◽  
Microsoft Excel ◽  
New Methods ◽  
Two Generations ◽  
New Generation

Background: The aim of the study was to discuss the opinions of present medical faculty of generation X about generation Y medical students and to enlist the ways to bridge the gap between two generations to maximize the productivity of teaching and learning process.Methods: The method used for the study was in form of a written questionnaire, filled by generation X teaching medical faculty of various departments of medical colleges of Haryana and Chandigarh. Data collected after an interview schedule was entered in Microsoft excel sheet and appropriate statistical tests were applied to analyze it. Questionnaire comprised of socio-demographic profile of the medical faculty and their opinions about major behavioral difference in generation Y students. The opinions expressed and suggestions given by faculty were discussed.Results: There were many differences that generation X observed between themselves and the generation Y students. However, the majority of the teachers were open to learning new methods to bridge the gap.Conclusions: Bridging the gap, accepting the new generation as they are and molding our self to match their needs can be productive to the present practices of medical education.

scholarly journals Teachers’ Attitudes toward Using Interactive Whiteboards in English Language Classrooms

2015 ◽  
Vol 8 (12) ◽  
pp. 176 ◽  
Author(s):  
Amani K. Gashan ◽  
Yousif A. Alshumaimeri
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Whiteboards ◽  
Teaching English ◽  
Novel Technology ◽  
Positive Attitudes ◽  
Language Classrooms ◽  
Teachers Attitudes

<p class="apa">Educational technology plays an increasingly important role in the teaching and learning process. Successful integration is the goal of any new educational technology. The interactive whiteboard (IWB) can be effectively used by teachers to enhance the effectiveness of their lessons. This study explored the attitudes and insights of Saudi female teachers regarding the use of IWBs when teaching English as a foreign language (EFL). It also investigated possible obstacles they may face during their use of this novel technology.</p><p class="apa">Data was collected by distributing questionnaires to forty three teachers at different girls’ schools in Riyadh. The results indicated that participants in this study demonstrated positive attitudes toward using the IWB in the EFL classrooms. The results also showed that teachers consider IWBs to be useful devices for enhancing the teaching and learning process and for designing new instructional situations. IWB-based lessons were perceived to be more comfortable for teachers in teaching English. However, teachers stated that they faced some technical obstacles in their use of IWBs.</p><p class="apa">The current study recommended that EFL classes should be equipped with all supplicants of the IWBs. It also suggested that training is important for teachers to deal with the technological devices. EFL teachers need more training to learn how to resolve technical and system problems; they also need to understand how to use all the options offered by the IWBs.</p>

scholarly journals EDUCATING TEACHERS FOR CONTENT AND LANGUAGE INTEGRATED LEARNING IN KAZAKHSTAN: DEVELOPING POSITIVE ATTITUDES

2018 ◽  
Vol 76 (2) ◽  
pp. 140-158
Author(s):  
Artyom Sergeyevich Dontsov ◽  
Elena Ivanovna Burdina
Keyword(s):  
Teaching And Learning ◽  
Self Esteem ◽  
Learning Motivation ◽  
State University ◽  
Integrated Learning ◽  
Affective Component ◽  
Affective Filter ◽  
Positive Attitudes ◽  
The Republic ◽  
Teachers Attitudes

The aim of the present research is to identify whether teachers' attitudes towards the use of Content and Language Integrated Learning (CLIL) in the Republic of Kazakhstan can undergo significant changes if they study a course introducing them to the fundamentals of CLIL. Despite the country's plans to adopt English as one of the languages of education, stakeholders’ attitudes towards teaching through the medium of this language remain rather skeptical. A survey was held among Master’s degree students majoring in Education (n = 59) at Pavlodar State University before the course and after its completion. Since it is the affective component that largely determines the quality of attitudes, the levels of participants' anxiety, self-esteem and motivation were used as the indicators. The tools for measuring these variables were the State-Trait Anxiety Inventory, Dembo-Rubinstein's Method of Self-esteem Measurement and Dubovitskaya's Diagnostics of Learning Motivation Orientation. The end-of-course results show a marked reduction in the level of participants' state anxiety, a growth in self-esteem in terms of the readiness to use CLIL, and a shift towards intrinsic motivation. It is argued that for attitudes shift to take place, it is necessary to adopt a constructivist approach to teaching and learning. Keywords: content and language integrated learning, CLIL, attitude, teacher training, affective filter, anxiety, self-esteem, learning motivation.

scholarly journals INVESTIGATING THE EFL TEACHERS’ ATTITUDES TOWARD THE INTEGRATION OF WEB 2.0 TOOLS IN TEACHING ENGLISH AT ISLAMIC BOARDING SCHOOLS

2019 ◽  
Vol 3 (1) ◽  
pp. 272-285
Author(s):  
Supiani Supiani
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Boarding Schools ◽  
Teaching English ◽  
Web 2.0 Tools ◽  
English Class ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Almost All

The purposes of this study are to investigate EFL teachers’ attitudes toward the integration of Web   2.0 tools in teaching English at Islamic   Boarding   Schools and to examine the extent of using Web 2.0 tools in teaching English at Islamic Boarding Schools. There were 18 EFL teachers from Islamic Boarding Schools in South Kalimantan province, Indonesia participated in this study.   The data were taken from the EFL teachers were gathered by using the questionnaire, analyzed using descriptive statistics and followed up in the interview. The results of the study indicated that most EFL teachers have positive attitudes toward the integration of Web 2.0 tools in teaching English and percentages of their attitudes were high, with 75%. The findings also showed that almost all of the EFL teachers strongly agreed that Web 2.0 tools made them more efficient and interesting in the teaching and learning process at the class. The majority of EFL teachers that integrated towards Web 2.0 tools in teaching English used tools such as YouTube, Google Sites, blogs, and wikis. However, there were the barriers that were faced by the EFL namely lack of technological equipment in school, limited time at the class to explore the technology and the students were not allowed to bring communication tools at the class, so Web 2.0 tools have not been fully explored at the English class. Keywords: EFL teachers attitudes, The integration of Web 2.0 tools, Teaching English

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