Re-Examining the Socioeconomic Factors Affecting Technology Use in Mathematics Classroom Practices

2009 ◽  
pp. 1468-1483
Author(s):  
Emiel Owens ◽  
Holim Song ◽  
Terry T. Kidd
Keyword(s):  
Student Achievement ◽  
Technology Use ◽  
Mathematics Classroom ◽  
Educational Institutions ◽  
Instructional Reform ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Urban Student ◽  
Economic Technology

Over the past 15 years a considerable amount of research has been devoted to study of the socioeconomic aspects that affect the use of economic technology in the mathematics classroom. With the call for curricular and instructional reform, educational institutions have embarked on the process to reform their educational practices to aid the urban student in their quest to obtain quality mathematics and science based education with the integration of technology. The study performed was to reexamine the socioeconomic disparities economic in the mathematics classroom as it relates to implementing technology interventions to support quality teaching and active student learning. This article is to provide empirical evidence of whether these disparities continue to exist and their effects on student achievement in the mathematics classroom. The results of this study showed an overall positive relationship regarding the use of technology interventions within the mathematics classroom with levels of student achievement, showing a clear signs of continued disparities within mathematics classroom.

Technology Integration Practices within a Socioeconomic Context

2009 ◽  
pp. 203-217
Author(s):  
Holim Song ◽  
Emiel Owens ◽  
Terry T. Kidd
Keyword(s):  
Student Achievement ◽  
Technology Integration ◽  
Student Learning ◽  
Empirical Evidence ◽  
Quality Education ◽  
Socioeconomic Disparities ◽  
Educational Institutions ◽  
Quality Teaching ◽  
Instructional Reform ◽  
Integration Of Technology

With the call for curricular and instructional reform, educational institutions have embarked on the process to reform their educational practices to aid the lower SES student in their quest to obtain quality education with the integration of technology. The study performed was to examine the socioeconomic disparities of teachers’ technology integration in the classroom as it relates to implementing technology interventions to support quality teaching and active student learning. This chapter provides empirical evidence of whether these disparities continue to exist, and their effects on student achievement in the classroom.

Technology Integration Practices within a Socioeconomic Context

2011 ◽  
pp. 1169-1182
Author(s):  
Holim Song ◽  
Emiel Owens ◽  
Terry T. Kidd
Keyword(s):  
Student Achievement ◽  
Technology Integration ◽  
Student Learning ◽  
Empirical Evidence ◽  
Quality Education ◽  
Socioeconomic Disparities ◽  
Educational Institutions ◽  
Quality Teaching ◽  
Instructional Reform ◽  
Integration Of Technology

With the call for curricular and instructional reform, educational institutions have embarked on the process to reform their educational practices to aid the lower SES student in their quest to obtain quality education with the integration of technology. The study performed was to examine the socioeconomic disparities of teachers’ technology integration in the classroom as it relates to implementing technology interventions to support quality teaching and active student learning. This chapter provides empirical evidence of whether these disparities continue to exist, and their effects on student achievement in the classroom.

scholarly journals Evaluation of Pre-Service English Teachers’ Integration of Educational Technology into their Lesson Plans

2018 ◽  
Vol 12 (2) ◽  
pp. 227-235
Author(s):  
Sri Wahyuni
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
English Teachers ◽  
Lesson Plans ◽  
Integrated Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Teachers And Students ◽  
Almost All ◽  
Document Review

The emergence of technology has shifted so many aspects of people‘ lives including but not limited to the way they interact with each other and accomplish almost all activities. In education context, use of technology has impacted teachers and students‘ interactions both in and outside classroom. For decades now, there has been research on technology use and its‘ benefits on teachers‘ instructional practices and students‘ learning. However, a study specifically looking at the integration of technology into teachers‘ lesson plans is still under research. Therefore, the paper was an attempt to investigate how pre-service English teachers integrated technology in the preparation stage of the instructional activities. The study focused on the evaluation of 22pre-service English teachers‘ lesson plans. It employed a qualitative approach with a document review method. It revealed that the pre-service English teachers have incorporate deducational technology including mobile devices and digital recording. Besides, the most frequently and commonly digital media used were Power Points, audios, videos and online resources downloaded from YouTube. In addition, they made use of communication and collaborative resource such as blogs. Finally, implication for further research is presented

scholarly journals Factors Associated with Auditors' Intention to Train on Optional Technology

2016 ◽  
Vol 11 (1) ◽  
pp. A1-A21 ◽  
Author(s):  
Elizabeth A. Payne ◽  
Mary B. Curtis
Keyword(s):  
Technology Use ◽  
Time Pressure ◽  
New Technology ◽  
Memory Task ◽  
Ease Of Use ◽  
Memory Retention ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Memory Decay ◽  
Task Experience

SUMMARYTraining is one of the most important factors affecting acceptance and use of technology (Venkatesh and Bala 2008). We investigate the timing of technology training as a potential intervention for auditors' resistance to use of optional technology. Appropriate timing may reduce time-related pressures, thus increasing a willingness to train when pressures are lower (during the non-busy season) and reducing resistance to technology use. However, training long before use (again, during the non-busy season) may raise concerns of memory decay. We manipulate training between three time periods (July, November, and December), which vary in both time pressure and closeness to the time when the technology would actually be applied to an audit task. We then elicit perceptions of two pressures commonly recognized in the accounting literature (time pressure and confidence in memory) as well as intentions to train on, and use, the new technology. We find intentions to train are greater when training is available earlier, suggesting that busy season pressure is of greater concern than memory retention. Additionally, intentions to train are directly influenced by intentions to use the technology, ease of use, confidence in memory, task experience, gender, and position in the firm.

What factors influence clinicians’ use of technology in neurorehabilitation? A multisite qualitative study

2021 ◽  
Author(s):  
Kelly J Bower ◽  
Michele Verdonck ◽  
Anita Hamilton ◽  
Gavin Williams ◽  
Dawn Tan ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Technology Use ◽  
Technology Implementation ◽  
Physical Therapists ◽  
Occupational Therapists ◽  
Physical Assessment ◽  
Factors Affecting ◽  
Organisational Context ◽  
Factors Influencing ◽  
Use Of Technology

Abstract Objective Technology is being increasingly used for physical assessment and interventions in health care settings. However, clinical adoption is relatively slow, and the factors affecting use remain underexplored. This study aimed to investigate factors influencing technology use by clinicians working in neurorehabilitation. Methods In this qualitative study, 9 physical therapists and 9 occupational therapists (n = 18) were recruited from urban and regional locations in Australia and in Singapore. Three 60-minute focus groups were conducted via video conferencing. Each group comprised 3 physical therapists and 3 occupational therapists working across different neurorehabilitation settings. Participants were asked to discuss which technologies they used in their workplace for physical assessment and treatment, and barriers, motivators and future desires for technology use. Transcripts were analysed independently using an inductive approach to generate codes and themes. Results Our results comprised 3 themes and 7 categories. These were encompassed by a single overarching theme, namely ‘Technology use is influenced by the benefits and challenges of the technology itself, users and organisational context’. Themes showed that technology should promote effective interventions, was preferred if easy to use, and should be dependable. Furthermore, clinical reasoning is important, and users have varying levels of receptivity and confidence in technology use. Also, organisational resources are required, along with supportive cultures and processes to facilitate technology use. Conclusions The themes identified multiple and interlinking factors influencing clinicians’ use of technology in neurorehabilitation settings. Clinicians often consider context-specific benefits and challenges when deciding whether to use technology. While our study found that clinicians generally perceived technology as having a beneficial role in improving health outcomes, there were several challenges raised. Therefore, the characteristics of the technology itself, individual users, and organisational context should be considered. Impact These findings will guide successful technology implementation and future developments.

Barriers to the Effective Use of Technology in Education: Current Status

1997 ◽  
Vol 17 (4) ◽  
pp. 385-395 ◽  
Author(s):  
Dee L. Fabry ◽  
John R. Higgs
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Current Status ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Actual Use ◽  
Major Discrepancy ◽  
Effective Use

While the number of computers in the classroom continues to increase and tremendous support for technology integration exists in government, business, and academia, a major discrepancy exists between the level of technology use expected of educators and the actual use and integration of technology in the classroom. This article examines barriers that impede the effective use of technology in education.

Assemblage of CoreLife Skills Through Technological Innovation

2017 ◽  
Vol 9 (2) ◽  
pp. 22-41
Author(s):  
Seema Pillai
Keyword(s):  
United Arab Emirates ◽  
Technological Innovation ◽  
Technology Use ◽  
Cognitive Skills ◽  
Actor Network Theory ◽  
Vocational Education And Training ◽  
Technology Enhanced Learning ◽  
Teaching Innovation ◽  
Use Of Technology ◽  
Integration Of Technology

With the increasing emphasis on developing graduate employability skills, termed as CoreLife Skills in the United Arab Emirates (UAE), and growing use of technology in education; this research investigates the assemblage of CoreLife Skills through technological innovation in a vocational education and training (VET) institute in the UAE. This article draws on the concepts of the sociology of translation from an Actor-Network Theory as both methodological and analytical tool. The research unfolds the socio-material assemblages using existing frameworks: Levels of Teaching Innovation (LoTi) and HEAT (higher order thinking, engaged learning, authentic learning, and technology use). The research stirred the development of technology-enhanced learning and a CoreLife Skills development (TEL-CSD) framework for effective integration of technology to enhance students' CoreLife Skills. Based on the findings, two conclusions are drawn: CoreLife Skills cannot be developed independently of general learning and cognitive skills, and technology alone cannot promote CoreLife Skills.

scholarly journals Association between preference and e-learning readiness among the Bangladeshi female nursing students in the Covid-19 pandemic: a cross-sectional study

2021 ◽  
Author(s):  
Humayun Kabir ◽  
Tajrin Tahrin Tonmon ◽  
Md. Kamrul Hasan ◽  
Dipak Kumar Mitra
Keyword(s):  
Nursing Students ◽  
Technology Use ◽  
Cross Sectional Study ◽  
Educational Institutions ◽  
Sectional Study ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Self Confidence ◽  
Use Of Technology ◽  
E Learning

The COVID-19 pandemic jeopardized the traditional academic learning calendars due to the closing of all educational institutions across the globe. To keep up with the flow of learning most of the educational institutions shifted toward e-learning. However, the questions of the students e-learning preference for various sub-domains of e-learning readiness did not identify, particularly among the female nursing students for a developing country like Bangladesh, where those domains pose serious challenges. A cross-sectional study was conducted among the female nursing students perceived e-learning readiness in sub-domains of readiness; availability of technology, use of technology, self-confidence, and acceptance. About 237 nursing students were recruited, who have enrolled in e-learning at least the last 30 days of the participation. A multivariable linear regression model was fitted to find the association between students preference and the perceived e-learning readiness with demographic and e-learning related factors. The findings of the study revealed that more than half of the students, 56.54% (n=134) did not prefer e-learning. The students did not prefer e-learning compared to prefer group has significantly less availability of technology (β = -3.01, 95% CI: -4.46, -1.56), less use of technology (β = -3.08, 95% CI: -5.11, -1.06), less self-confidence (β = -4.50, 95% CI: -7.02, -1.98), and less acceptance (β = -5.96, 95% CI: -7.76, -4.16). The age, degree, residence, parents highest education, having a single room, having any eye problems significantly associated with the variation of availability of technology, use of technology, self-confidence, and acceptance for e-learning. The outcomes of the study could be helpful while developing an effective and productive e-learning infrastructure regarding the preparedness of nursing colleges for the continuation of academia in any adverse circumstances like the COVID-19 pandemic.

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