scholarly journals Critical Success Factors in Accepting Technology in the Classroom

2021 ◽  
Vol 16 (18) ◽  
pp. 4
Author(s):  
Francisco José Miranda Veiga ◽  
António Manuel Valente de Andrade
Keyword(s):  
Teaching And Learning ◽  
Success Factors ◽  
Positive Influence ◽  
Project Based Learning ◽  
Necessary Condition ◽  
Technology In The Classroom ◽  
Adoption Of Technology ◽  
Critical Success ◽  
Use Of Technology ◽  
Degree Of Acceptance

The adoption of technology may be a necessary condition, but it is not sufficient for the digital transformation, seen as the mobilizing challenge to do something new and different. Without a strategic vision, we take the risk of acquiring resources to do the same as before, essentially changing the format. This inability imprisons the school to inconsequential models, resources and strategies. Interdisciplinary, social and project-based learning that augmented and virtual reality, internet of things, robots, and artificial intelligence and digital assistants can bring to teaching, where are they? But also mobile, games, simulators and multimedia can influence the routine by inspiring collaborative creativity. On the other hand, the pandemic, in terms of the adoption of technology, constitutes a kind of insurrection against the fatalism that it is not possible to restart the system, that is, rethink the school. This study aims to investigate the degree of acceptance and use of technology by teachers in middle school and high school education and their approaches in the classroom. As a methodological support to this study, the model “Unified Theory of Acceptance and Use of Technology” (UTAUT)) was used and a questionnaire applied to teachers at our school, ob-taining 90 responses. The investigation revealed that the performance expectancy and the ICT compatibility have a greater significant positive influence on the motivation and involvement of teachers. The study also clarifies that teachers intend to use ICT and that they see in them a different di-dactic tool that allows different approaches, thus increasing the quality of teaching and learning.

scholarly journals Critical Success Factors to Improve the Adoption of Social Media in Teaching and Learning: A Case Study at a Traditional University

2019 ◽  
Vol 13 (03) ◽  
pp. 81
Author(s):  
Obrain Murire ◽  
Liezel Cilliers
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Critical Success Factors ◽  
Success Factors ◽  
Emerging Technologies ◽  
Management Support ◽  
Chi Square ◽  
Critical Success ◽  
Use Of Technology ◽  
Ict Infrastructure

Mobile devices and social media tools are two emerging technologies that have positively influenced teaching and learning practices at traditional universities.  Regardless of the popularity of social media, few lecturers make use of these tools for educational purposes. The objective of this paper was to identify critical success factors to improve the adoption of social media among lecturers at a traditional university in South Africa.  The unified theory of acceptance and use of technology (UTAUT) was chosen as the theoretical foundation for this study.  A quantitative, survey data collection method was uses to collect data.  A questionnaire was distributed to all academics at the university, with a response rate of 39 %.  From these, descriptive statistics were used  to analyse data and the Pearson chi-square test was used to establish the association amongst different variables. The following CSFs were identified to enhance emerging technologies at traditional universities: management support; provide adequate ICT infrastructure and resources; provide sufficient training for lecturers, and introduce a champion  to promote social media. The study, therefore, recommends that these four critical success factors must be considered by universities to adopt social media in teaching and learning.<div><hr align="left" size="1" width="33%" /><div> </div><div> </div><div> </div></div>

scholarly journals Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Alethea C. De Villiers ◽  
Maxwell M. Sauls
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Intermediate Phase ◽  
Phenomenological Approach ◽  
Creative Arts ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Conversational Interviews

The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.

The Implementation of IT Business Strategy in the Construction Industry

2013 ◽  
pp. 216-246 ◽  
Keyword(s):  
Organizational Performance ◽  
Construction Industry ◽  
Business Strategy ◽  
Success Factors ◽  
Past Research ◽  
Business Strategies ◽  
It Adoption ◽  
Construction Companies ◽  
Critical Success ◽  
Use Of Technology

This chapter begins by describing the common problems associated with implementing IT business strategy that are faced by companies and other organizations, resulting in business planning that is not directly aligned with IT planning and IT investments not clearly supporting business strategies. It is stressed that all organizations should pursue strategic alignment practices to improve organizational performance when using IT-based resources. Case studies specific to the construction industry are presented to illustrate practical problems that companies face. With this background, the critical success factors of implementing IT business strategy are discussed. They mainly center around the goal of enabling businesses to reduce costs while at the same time improve IT’s contribution to their overall performance in terms of overall profit or net earnings. In the discussion, research finding of organizational success in strategic IT and business alignment are used to elaborate on the factors involved, both internal and external to the organization. Overall, the essential traits of successfully aligned organizations are mentioned. This is followed by describing a proposed model that is able to successfully address the alignment of business and IT by adopting a process-driven architecture that focuses on information management. Moving on, there are several aspects of preparing an organization for successful IT business strategy implementation. The next part describes some major steps of implementation like defining the goals and linking them to the performance criterion, focusing on the strategic intentions, adopting an effective plan, quantifying the cost and benefits of IT, measuring and tracking the results, and, last but not least, managing culture. Specifically on the construction industry, the chapter covers the main advantages and disadvantages of adopting IT to increase strategic competitiveness of construction companies. The illustrations from past research focus on links that are established between competitive advantage or project success and the use of technology. As background to proposing a set of recommendations on how IT business strategies can be implemented in design and construction firms, the case of IT adoption in the construction industry of Singapore is presented to serve as an overview of developments in this area. Based on the performance criteria established for these two types of firms in Singapore, appropriate enablers of implementation are suggested, including the kind of business strategy applicable to different firm types, through a process framework. The chapter concludes with a summary of the main points covered on the implementation of IT business strategy in the construction industry.

An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching

2018 ◽  
pp. 1246-1272
Author(s):  
David Ikenouye ◽  
Veronika Bohac Clarke
Keyword(s):  
Integral Model ◽  
Multiple Perspectives ◽  
Technology In The Classroom ◽  
Technology Infrastructure ◽  
Adoption Of Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Research Questions ◽  
Teachers Attitudes ◽  
Four Quadrant

This chapters explores teachers' attitudes toward, and integration of, technology from multiple perspectives. In order to gain a rich and contextualized understanding of how teachers genuinely use technology in the classroom, Wilber's (2006) Integral methodological pluralism was used as a framework to orient the study, to organize the research questions and to provide the conceptual framework for the research methodology. Four research questions were addressed in this study: (1) What is the influence of policies on teachers' use of technology? (2) What influence does the technology infrastructure have on teachers using technology? (3) What do teachers believe and think about technology? (4) What is the technological culture that teachers' experience? This chapter is an overview of the analysis of the differing and sometimes conflicting practices, beliefs and views on the adoption of technology in the classroom, from the four quadrant perspectives of the Integral Model.

Teachers Left Behind

2014 ◽  
Vol 10 (4) ◽  
pp. 16-29 ◽  
Author(s):  
Hoda Baytiyeh
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Teaching And Learning ◽  
Public High Schools ◽  
Policy And Practice ◽  
Adoption Of Technology ◽  
Use Of Technology ◽  
12Th Grade ◽  
Teaching Tasks ◽  
Teachers Attitudes

Nowadays, the use of computers in education is increasing worldwide. Information technology is deemed essential for the digital generation's classrooms. However, the adoption of technology in teaching and learning largely depends on the culture and social context. The aim of this research study is to evaluate the acceptance and use of technology of 12th grade teachers in public high schools in Lebanon. The theoretical framework is drawn from the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate teachers' intentions regarding the use and acceptance of technology in their daily teaching tasks. The participants were 161 teachers in Lebanese public high schools who completed a questionnaire that reflects the UTAUT. Social influence, experience and voluntariness of use appeared to have the strongest effect on teachers' attitudes regarding the use of technology, while effort expectancy and facilitating conditions had the lowest effect. These findings suggest that public schools should implement training in technology for teachers to support their teaching tasks in the context of this current digital generation of students. The study offers a discussion of the results and recommendations for policy and practice.

Critical Success Factors in the Adoption of Technologies in Education in Higher Education

2016 ◽  
Vol 6 (1) ◽  
pp. 29-41
Author(s):  
Anabela Mesquita ◽  
Paula Peres
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Success Factors ◽  
Business Models ◽  
Future Research ◽  
Adoption Of Technology ◽  
Critical Success ◽  
New Business ◽  
The Moment ◽  
New Business Models

Distance learning has evolved a lot since the moment students received materials by mail and as regular correspondence. At that time, students worked already at their own pace and concluded training according to their professional work and agenda. Today, although courses by correspondence still exist, they are being quickly replaced by distance learning. And the success of this format of education are at the basis of the emergence of different offers and new business models. The success of adoption of technology depends on several factors related with the organization where it is implemented and with the individuals involved. In this paper, the authors will present a case, the evolution of the solutions offered concerning distance learning in the school under study, the actual offers and the concerns for the future. The authors will identify the factors that enabled or constrained this evolution. They will also raise some questions that are still unanswered and will point out some clues for future research.

scholarly journals Pre-Service Teachers’ Perception and Vision about TPACK and Its Implementation

2021 ◽  
Vol 20 (1) ◽  
pp. 142
Author(s):  
Arrizalu Arsa Ringotama
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
English Education ◽  
Language Education ◽  
Information And Communications Technology ◽  
Teaching With Technology ◽  
Education Department ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching

The need for educators to integrate the use of technology in the classroom is growing for the past few years. However, previous studies indicated that the use of Information and Communications Technology (ICT) is still at a low level of what the education program requires. Furthermore, it seems that in the field of language education, there is limited research focusing on pre service teachers (PTs). Therefore, to address this gap, this paper aims at investigating how the pre service teacher's understanding of the TPACK principle and how they will apply TPACK in their classroom. This mix-method study is using TPACK questionnaire and interview through a random sampling of 68 pre-service teachers of English Education Department of UNS. Furthermore, the results revealed that most of the participants understood the concept of TPACK well, and they also had various ways to apply it in their classroom. It is expected that knowing pre service teachers' (PTs) perceptions about TPACK in teaching and learning process that can be beneficial for both English Education Department programs and PTs, such as understanding the PTs' teaching abilities, development of the use of technology in teaching by pre service teachers in order to improve teacher department programs itself to develop the teaching practice with the support of technology. In addition, this study has implications for experts interested in the development and assessment of pre service teachers' understanding of teaching with technology.

Encouraging Social Inclusion for Older Adults Through “Interest”-Led Technology Use

2019 ◽  
pp. 226-243
Author(s):  
Jeanie Beh ◽  
Bruno Mascitelli ◽  
Sonja Pedell
Keyword(s):  
Older Adults ◽  
Technology Use ◽  
Social Inclusion ◽  
Touch Screen ◽  
Positive Influence ◽  
Adoption Of Technology ◽  
Use Of Technology

There are many misconceptions about older adults' capabilities and aspirations, and especially their attitudes and approach towards technology. They are often misunderstood and seen as uninterested and unmotivated to engage with use of technology. Due to an absence of an “interest” framework for older adults to learn mobile touch screen technologies, this chapter investigates the role that pre-existing interests play in older adults' adoption of technology. Can a curriculum guided only by pre-existing interests of older adults, rather than a structured curriculum have a positive influence on its adoption for mobile touch screen technologies? The results show that when older adults are taught according to requests based on their pre-existing interests, it encouraged long-term adoption of technology including building up their confidence in usage of mobile touch screen technologies.

Information and Communication Technologies in the Educational Process

2022 ◽  
pp. 329-363
Author(s):  
Michelle Merlino Lins Campos Ramos ◽  
Helder Gomes Costa ◽  
Glaucia da Costa Azevedo
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Success Factors ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Critical Success ◽  
Information And Communication ◽  
Complex Scenario

The study aimed to map the critical success factors for the adoption of information and communication technologies (ICTs) in the educational process of educational institutions. Problems related to the adoption of ICT in the educational system stem from the need to adapt to the use of new technologies in the internal processes of institutions and in teaching and learning processes, common to different profiles of educational institutions including of engineering courses with them specificities. To meet the objective, a review of the existing bibliography in the Scopus database was carried out to highlight articles relevant to the topic. Based on the review, 31 articles identified the main factors and effects that influence and impact the process of implementation and continued use of ICTs. The survey generated a broader view of the challenges faced in different dimensions, from SWOT framework, involving different stakeholders. It is suggested in future studies to engineering analyze deeper the complex scenario that involves the theme.

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