Enhancing Playful Teachers’ Perception of The Importance of ICT Use In The Classroom: The Role of Risk Taking As A Mediator

Goodwin, A. Lin; Low, Ee Ling; Ng, Pak Tee; Yeung, Alexander Seeshing; Cai, Li

doi:10.14221/ajte.2015v40n4.8

Cited by 17 publications

(12 citation statements)

References 46 publications

(48 reference statements)

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“…The literature has identified multiple factors that affect teachers’ attitudes toward the use of ICT. These include access to resources, the quality of software and hardware available [ 9 ]; attitudes toward technology, ease of use of technology [ 10 ]; educational background and beliefs, incentives and motivation, self-efficacy beliefs [ 11 ]; support from colleagues and university administration, school and national policies, commitment to continuous learning and updates in teaching methods [ 16 ]; and the training background of educators [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

“…Goodwin et al [ 11 ] emphasize that the personality traits of teachers may affect how they value ICT. Being an ICT competent individual reflects a form of technology acceptance, which is translated into the use of ICT in classrooms.…”

Section: Introductionmentioning

confidence: 99%

“…When faculty members consider themselves valuable to their institution, or the institution provides them with enough incentives to work with a positive impact, they are more willing to invest in themselves and update their practices accordingly [ 11 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

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Attitudes of nursing faculty members toward technology and e-learning in Lebanon

Nsouli

Vlachopoulos

2021

BMC Nurs

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Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Attitudes of nursing faculty members toward technology and e-learning in Lebanon

Nsouli

Vlachopoulos

2021

BMC Nurs

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“…Another important finding was that teachers believed the VTS protocol created a safe space for students to engage and take risks within the lesson. Like Goodwin, Low, Ng, Yeung, and Cai (), we conceptualize risk taking “as an orientation to try or explore something new even though a positive outcome is not guaranteed” (p. 135). VTS was a novel classroom practice and no standards for classroom participation were established through prior experience.…”

Section: Teachers' Voicesmentioning

confidence: 99%

Visual Thinking Strategies: Teachers' Reflections on Closely Reading Complex Visual Texts Within the Disciplines

Cappello¹,

Walker²

2016

Read Teach

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The authors offer a new perspective on close reading that uses a range of multimodal texts to capitalize on the visual nature of contemporary society and to support literacy within the academic disciplines. Specifically, a qualitative study explored teachers' perspectives on the use of Visual Thinking Strategies (VTS), a practice borrowed from museum educators that replicates close reading processes, to support literacy learning within subject areas. The analysis revealed teachers' beliefs that VTS supported students' academic vocabulary development and accountable talk. In addition, the teachers felt that VTS created a safe environment for all students to participate, thus providing access to the curriculum. The authors argue that teachers can adapt VTS to help students meet the needs of 21st century communication modes as they analyze and create print and nonprint texts in different forms of media.

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“…They also got enough exposure on technology use through their professional development and education program (Ansyari, 2015;Aşık et al, 2019;Dooly & Sadler, 2020;Hafifah & Sulistyo, 2020). Additionally, some studies found that teachers and students have a good perception toward technology use in language teaching (Goodwin et al, 2015;Liu et al, 2017;Muslem et al, 2018;Silviyanti, T. M., & Yusuf, 2015;Valtonen et al, 2017) Moreover, technology is proven to be an effective strategy and method applied at a higher education level (Anikina et al, 2015;Ersanli, 2016;Fix et al, 2015;Sokolova et al, 2015;Zarzycka-Piskorz, 2016). A Number of studies claimed that technology integration was able to increase the students' motivation and autonomous learning (Averkieva et al, 2015;Lamb & Arisandy, 2020).…”

Section: Introductionmentioning

confidence: 99%

Technology use in secondary level of English language teaching: A Literature Review

Luthfiyyah

Hafifah

Ivone

et al. 2021

jees

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Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.

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Enhancing Playful Teachers’ Perception of The Importance of ICT Use In The Classroom: The Role of Risk Taking As A Mediator

Cited by 17 publications

References 46 publications

Attitudes of nursing faculty members toward technology and e-learning in Lebanon

Attitudes of nursing faculty members toward technology and e-learning in Lebanon

Visual Thinking Strategies: Teachers' Reflections on Closely Reading Complex Visual Texts Within the Disciplines

Technology use in secondary level of English language teaching: A Literature Review

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