Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education

Cabero‐Almenara, Julio; Tena, Rosalía Romero; Cejudo, María del Carmen Llorente; Palacios-Rodríguez, Antonio

doi:10.30935/cedtech/10874

Cited by 11 publications

(12 citation statements)

References 80 publications

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“…This shift in preference is significant, with students emphasizing the value of hands-on application over mere theoretical knowledge of technology. In this regard, the importance of teachers familiarizing themselves with technology as a fundamental requirement in their training for effective integration is underscored [17,18,22,48].…”

Section: Discussionmentioning

confidence: 99%

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Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

Silva-Díaz,

Marfil-Carmona,

Narváez

et al. 2023

Education Sciences

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In recent years, the adoption of emerging technologies in education (ETE) has significantly grown. However, the effective integration of these technologies remains challenging as many educators have not been afforded the professional/career readiness to properly acknowledge and use them as educational tools. Although the STEM approach has gained prominence in science education, it still requires proper teacher readiness for successful implementation. In this study, with design-based research and mixed-method approaches, a ten-session program for prospective teachers was developed and evaluated to foster the necessary skills and knowledge to effectively integrate different technological resources in STEM education. The program aims to bridge the gap between technology and pedagogy, empowering educators to maximize the use of ETE to enrich learning experiences. The main conclusions emphasize the significance of technology-centric education for future educators, stressing the necessity for teacher training programs that align technological potential with practical classroom applications. Integrating emerging technologies supports contemporary pedagogical approaches like STEM education, promoting active student participation and problem-solving skills. To fully harness emerging technologies’ potential, educators need training and support. Developing comprehensive training pathways for these technologies is vital to narrow the gap between technology and effective educational integration.

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Section: Discussionmentioning

confidence: 99%

“…Real-world problem-solving tasks further enrich the learning environment [22,36,37]. However, the practical application of these approaches still poses a significant challenge, underscoring the need to enhance teachers' technological competence [35,39,48].…”

Section: Discussionmentioning

confidence: 99%

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

Silva-Díaz,

Marfil-Carmona,

Narváez

et al. 2023

Education Sciences

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“…Flipped classroom is an innovative teaching approach in a personalized learning environment that leverages on technology in order to transform the organization and performance of school happenings before, during and after the face-to-face periods (Cabero-Almenara et al, 2021;Ruslan et al, 2022). Ozyurt (2022) noted that during flipped classroom settings, the activities carried out in the classroom environs in orthodox learning is usually relocated to the home environment, and the happenings executed at home environment is moved to the classroom setting.…”

Section: Open Accessmentioning

confidence: 99%

Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings

Falode

Mohammed

2023

Journal of Digital Educational Technology

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The deployment of innovative and learner-centered approaches into teaching and learning has strong potential of improving students’ learning outcomes. The study compared the effectiveness of computer simulation and animation instructional packages in flipped classroom settings on secondary school students’ achievement and retention in geography. The study adopted a pre-/post-test, non-equivalent, non-randomized quasi-experimental control group design. A sample of 126 senior secondary school class two (SS2) geography students was purposively drawn from two intact classes in Minna Metropolis, Niger State, Nigeria as participants for the study. The two intact classes were randomly assigned to experimental group I (computer simulation package, n=67) and experimental group II (computer animation package, n=59) in flipped classroom settings. A 50-item geography achievement test (GAT) was used for data collection, while computer simulation and computer animation instructional packages were administered to students as treatment in flipped classroom settings. The face and content validity of GAT was carried out using experts in the field of geography, educational technology and computer science from Federal University of Technology, Minna. GAT was further subjected to pilot testing, and a reliability coefficient of 0.85 was obtained using test re-test method and PPMC formula. Descriptive statistics of mean and standard deviation were used to answer the research questions, while inferential statistics of t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that computer simulation (mean gain=41.70) and computer animation (mean gain=38.32) instructional packages in flipped classroom settings improved students’ achievement and retention of geography concepts. Also, no significant difference was found in the mean achievement (t=.05, df=124, p=0.63) and retention (t=2.04, df=124, p=0.82) scores of the two groups. It was therefore recommended that teachers should incorporate technology-based flipped classroom instructional strategies into teaching and learning of geography in order to improve students’ learning outcomes in the subject.

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“…Aun así, también es necesario apuntar distintas limitaciones del estudio como el número de muestra reducida o la especificidad del contexto donde se desarrolla la propuesta formativa. Por ello, sería interesante la replicación del modelo en estudios e investigaciones con la misma o diferente metodología como, por ejemplo, el Scape-Room o la Flipped Clasrroom, puesto que también poseen un alto potencial educativo (Cabero-Almenara et al, 2021a, 2021b, o a través de la incorporación de diferentes tecnologías, sobre todo, a través de las denominadas tecnologías emergentes (Guillén-Gámez et al, 2021;López-Cortes et al, 2021).…”

Section: Discusión Y Conclusiónunclassified

“…Figura 1. Modelo de aceptación de Davis (1989) En diferentes estudios se han incorporado diferentes transformaciones (López-Bonilla & López-Bonilla, 2017; Cabero-Almenara et al, 2016;Cabero-Almenara & Llorente, 2020;Cabero-Almenara et al, 2021b). Esto se ha realizado a través de la incorporación de nuevas dimensiones como, por ejemplo, dimensiones predictoras (género, grado de obligatoriedad de adoptar la tecnología, experiencia, edad, tipo de usuarios…).…”

Section: Introductionunclassified

¿Jugamos o gamificamos? Diseño y evaluación de experiencia formativa para la mejora de las competencias digitales del profesorado universitario

Párraga

Palacios-Rodríguez

Gallego-Pérez

2021

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En los últimos años, estudios realizados en el ámbito educativo concluyen que la gamificación ofrece numerosas ventajas tanto para los profesores como para los estudiantes. En este sentido, este enfoque es trabajado en la universidad para desarrollar habilidades necesarias para el futuro profesional del alumnado, así como aumentar su compromiso en las asignaturas. En consecuencia, la formación diseñada y seleccionada para los docentes es fundamental para una sesión gamificada exitosa. El objetivo general de esta investigación es presentar una experiencia formativa llevada a cabo en una universidad latinoamericana y comprobar la percepción sobre ésta. Es decir, si la gamificación es de utilidad para el profesorado universitario participante. Para ello, se utilizan dos tipos de diseños: descriptivo y validación mediante ecuaciones estructurales (PLS) de la escala para evaluar el grado de aceptación a la metodología gamificadora en base al modelo TAM. Los resultados demuestran la adecuación de la propuesta formativa basada en la gamificación para docentes universitarios. Los 114 participantes perciben la incorporación de la metodología gamificadora como una estrategia adecuada, destacando sobre otras dimensiones de la misma la facilidad de uso en el aula, la aceptación de su integración, la transformación del interés por el aprendizaje, y el mostrar una actitud positiva hacia su uso en el futuro. Conjuntamente, el nivel de aceptación en lo que a la validación del modelo TAM se refiere es alto. Por último, se valora la posibilidad de replicar el modelo en investigaciones similares o a través de las denominadas tecnologías emergentes.

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Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education

Cited by 11 publications

References 80 publications

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings

¿Jugamos o gamificamos? Diseño y evaluación de experiencia formativa para la mejora de las competencias digitales del profesorado universitario

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