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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Computer Uses in Education; Educational Technology; Evidence; Teaching Methods; Sustainability; Program Costs; Models; Evaluation Criteria; Cooperative Learning; Elementary Secondary Education; Urban Schools; Electronic Learning; Technology Integration; Computer Assisted Instruction; Instructional Effectiveness; Statistical Analysis; Program Evaluation; Program Effectiveness; Program Descriptions; Handheld Devices; Laptop Computers
Abstract:
Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model's ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme's total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives. (Contains 3 tables and 3 figures.)
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
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Descriptors:
Foreign Countries; Factor Analysis; Structural Equation Models; Student Teachers; Student Teacher Attitudes; Computer Uses in Education; Educational Technology; Technology Integration; Elementary Secondary Education; Intention; Usability; Context Effect; Test Validity; Testing; Models
Abstract:
This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers' integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation modelling (SEM) was used for model comparison and hypotheses testing. The goodness-of-fit test of the analysis shows partial support of the applicability of the TAM in a Malaysian context. Overall, the TAM accounted for 37.3% of the variance in intention to use technology among student teachers and of the five hypotheses formulated, four are supported. Perceived usefulness is a significant influence on attitude towards computer use and behavioural intention. Perceived ease of use significantly influences perceived usefulness, and finally, behavioural intention is found to be influenced by attitude towards computer use. The findings of this research contribute to the literature by validating the TAM in the Malaysian context and provide several prominent implications for the research and practice of technology integration development. Appendix 1 presents "Constructs and corresponding items." (Contains 6 tables and 3 figures.)
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Elementary Secondary Education; Knowledge Level; Technology Integration; Educational Technology; Teaching Methods; Teacher Behavior; Influences; Inservice Teacher Education; Beliefs; Barriers; Computer Assisted Instruction; Teacher Attitudes; Teacher Effectiveness; Correlation; Interviews; Case Studies; Web Sites; Technical Support
Abstract:
Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to revisit the question, "How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?" Twelve K-12 classroom teachers were purposefully selected based on their award-winning technology practices, supported by evidence from personal and/or classroom websites. Follow-up interviews were conducted to examine the correspondence between teachers' classroom practices and their pedagogical beliefs. Results suggest close alignment; that is student-centered beliefs undergirded student-centered practices (authenticity, student choice, collaboration). Moreover, teachers with student-centered beliefs tended to enact student-centered curricula despite technological, administrative, or assessment barriers. Teachers' own beliefs and attitudes about the relevance of technology to students' learning were perceived as having the biggest impact on their success. Additionally, most teachers indicated that internal factors (e.g., passion for technology, having a problem-solving mentality) and support from others (administrators and personal learning networks) played key roles in shaping their practices. Teachers noted that the strongest barriers preventing other teachers from using technology were their existing attitudes and beliefs toward technology, as well as their current levels of knowledge and skills. Recommendations are made for refocusing our professional development efforts on strategies for facilitating changes in teachers' attitudes and beliefs. (Contains 5 tables and 1 figure.)
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
State Standards; Educational Technology; Internet; Elementary Secondary Education; Educational Improvement; Improvement Programs; Technology Uses in Education; Technology Integration; Educational Innovation; Technological Advancement; Influence of Technology; Technology Planning; Educational Opportunities; Barriers; Performance Factors; Program Proposals; Change Strategies; Educational Change
Abstract:
Technological progress has consistently driven remarkable advances in the U.S. economy, yet K-12 education sees little technological change compared to other sectors, even as U.S. K-12 students increasingly lag behind students in other nations. This proposal considers how we can take a signature American strength--innovation--and apply it to K-12 education. We argue that the advent of Common Core State Standards (CCSS) and broadband Internet create promising opportunities for developing new learning technologies but that a fundamental obstacle remains: the effectiveness of learning technologies is rarely known. Not surprisingly, when no one knows what works, schools are unlikely to buy, and innovators are unlikely to create. Our proposed EDU STAR system will solve this problem by (a) undertaking rapid, rigorous, and low-cost evaluations of learning tools and (b) reporting results to the public. Coupling Internet-based real-time evaluation systems (demonstrated daily by many leading companies) with trusted reporting (modeled by "Consumer Reports" and others), the proposed EDU STAR platform will help schools make informed learning technology decisions and substantially reduce entry barriers for innovators. EDU STAR will bring together K-12 schools, teachers, and innovators and continually improve this critical foundation for economic prosperity. (Contains 4 figures, 3 tables, 2 boxes, and 16 endnotes.)
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Pub Date: |
2012-07-00 |
Pub Type(s): |
Information Analyses; Journal Articles; Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Foreign Countries; Developing Nations; Educational Technology; Barriers; Technology Integration; Program Implementation; Educational Development; Learning Processes; Teaching Methods; Literature Reviews; Elementary Secondary Education; Higher Education; Guidelines; Educational Policy; Computer Uses in Education
Abstract:
Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher's role in technology-rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers' design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers' decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education. (Contains 2 tables, 1 figure, and 2 footnotes.)
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