Influences on purposeful implementation of ICT into the classroom: An exploratory study of K-12 teachers

Willis, Royce; Lynch, David; Fradale, Paul; Yeigh, Tony

doi:10.1007/s10639-018-9760-0

Cited by 35 publications

(31 citation statements)

References 32 publications

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“…This means that the use of ICT in the teaching of future educators will lead to a higher use of ICT in their own teaching and to the promotion of the use of ICT in education. This result is in line with some recent previous studies on the positive effects of ICT use in teaching (Hardman, 2019;Mlambo, Rambe and Schlebusch, 2020 ;Willis et al, 2019;Hammond, 2017;Garzón et al, 2020) and attitude towards the use of ICT in education (Eksail and Afari, 2020;Tomczyk et al, 2020b).…”

Section: Discussionsupporting

confidence: 92%

“…As part of the university training of andragogy students, these factors could be a trigger for further action in this area. Many studies are looking at the positive effects of the use of ICT in teaching, both for students and teachers (Hardman, 2019;Mlambo, Rambe and Schlebusch, 2020;Coklar, 2013;Cok, 2016;Genlott and Grönlund, 2016); Willis et al, 2019;Hammond, 2017, Garzón et al, 2020; Eger et al, 2020;Chang, Tu and Hajiyev, 2019;Wang, Tigelaar and Admiraal, 2021;Eksail and Afari. 2020), however there are not many studies examining how to induce educators to change attitudes towards the use of ICT, in terms of understanding its true added value in teaching itself from a didactic point of view and increasing their motivation to use ICT in teaching.…”

Section: Introductionmentioning

confidence: 99%

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Impact of a One-Off Demonstration on the Use of ICT in the Teaching of Andragogy Students on Their Change of Attitude Towards the Use of ICT in Education

Kursch

2021

IJCRSEE

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The research study deals with the issue of attitudes towards the use of ICT in the education of andragogy students. As a method of research, we chose a three-year experiment. The study first surveyed 224 students in andragogical fields – future educators - in order to discover input factors like identifying their relationship to ICT, skills, experience in the field of ICT and frequency of the use of ICT at work. The study further examines four separate variables, representing three dimensions of attitudes (cognitive, conative and emotional) towards the use of ICT in education – the conviction to use ICT in their teaching, the opinion on the impact of the use of ICT on the understanding of curriculum, the opinion on the impact of the use of ICT in teaching and education itself and the tendency to act to recommend the use of ICT in teaching to their colleagues. In the university teaching of students itself, using the didactic method of AIDA on a mathematical problem, the experimental group is the subject of a demonstration of the use of ICT in empirical verification of the results of the task, as opposed to a control group that does not use ICT in teaching. Specifically, the representation of results in MS Excel and the empirical verification of results in a Python-created program are used. The research aims to determine the impact of the demonstration of a one-off use of ICT in teaching on the change of dimensions of attitude towards the use of ICT in education represented by separated variables. Their rate is measured by a 10-point bipolar scale. The results show p value (p<0.05), which provides evidence that a one-off demonstration of the use of ICT in the teaching of andragogy students is a factor that statistically significantly influences these dimensions of attitude towards the use of ICT in education and thus its overall change, regardless of the gender of the students. The three-year research study confirmed these results in an aggregated experimental group of 112 respondents who were compared with the same aggregated control group.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Impact of a One-Off Demonstration on the Use of ICT in the Teaching of Andragogy Students on Their Change of Attitude Towards the Use of ICT in Education

Kursch

2021

IJCRSEE

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“…In particular, current school teachers still feel burdened in teaching effectively in the smart learning environment and supporting the skills learners expect to use in the future. Previous studies commonly supported the idea that if teachers could have a positive self-efficacy in ICT teaching and learning, they would be likely to easily adopt ICT instructions in classrooms (Blau and Shamir-inbal 2017;Chang et al 2017;Cheok and Wong 2015;Hatlevik 2017;Holden and Rada 2011;Teeroovengadum et al 2017;Willis et al 2018). Moreover, Reksten (2000) explained the importance of teachers' perceptions as follows: "The critical prerequisite for successful technology integration is preparing your staff and your school community to take on the positive aspects of an inviting school 'context' for technology change" (p. 9).…”

Section: Literature Reviewmentioning

confidence: 97%

“…In general, many governments in different countries have made considerable investments to equip schools with technology; however, fiscal and material resources do not always result in the successful implementation of technology-enriched learning in the classroom. Previous studies on smart learning have viewed teachers as a critical factor in successful implementation of smart learning in schools (Blau and Shamir-inbal 2017;Brinkley et al 2011;Teeroovengadum et al 2017;Willis et al 2018). Palfrey and Gasser (2008) described teachers and students as two very different generations.…”

mentioning

confidence: 99%

Elementary teachers’ beliefs and perspectives related to smart learning in South Korea

Lee

2019

Smart Learn. Environ.

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This study focused on elementary teachers' perceptions of smart learning issues to suggest a better future teachers' training program to support student's smart learning in classrooms. Rapidly developing technology changes every aspect of our life. In order for twenty-first century learners to prepare for this technologically ever advancing world, teachers also should make any necessary adaptations to the changes. The use of smart devices and social networking systems is becoming more common in classrooms throughout the country. Thus, it is necessary for public schools to make appropriate changes in aspects of their technology infrastructures and instructional methods and resources for smart learning. To this end, teacher competencies are regarded as a critical factor in the successful implementation of smart learning. Smart learning is not just learning with smart devices but the learning that smart technology can afford. Prior studies have indicated that teachers' positive perceptions and knowledge of technology are associated with the successful implementation of computer-based learning. Building upon the previous research, this study investigated to what extent teachers' educational beliefs as well as teachers' positive perception, and knowledge of technology are associated with teachers' perception on smart learning. For this study, a total of 438 elementary teachers in South Korea participated in the survey on smart learning related questions including teachers' educational beliefs, technology support system in their schools, teachers' efficacy of technology-based teaching & learning, teachers' perspective on computer-based learning and perspective on smart learning. First, the result showed that the correlations between the all measured variables were statistically significant. Then, a path analysis model of teachers' perception on smart learning was constructed, and its statistical validity was confirmed. The path model revealed that teachers' educational beliefs directly influence teachers' ICT-related knowledge and usage in the classroom. In addition, teacher's education beliefs also directly influence teachers' perception on computer-based learning and smart learning. This indicates that the smart learning shares student-centered learning beliefs. Moreover, teacher's perception on smart learning is influenced by their perception on computer-based learning, and this was in turn affected by the degree of teachers' knowledge and usage of technology. In other words, teachers who have more students-centered learning beliefs and a higher level of ICT-related knowledge and usage seemed to have a more positive view on smart learning. Also, the more technology support system school provided, the more positive perspective the teachers have on smart learning. The results of this study have implications for both pre-service and in-service teacher professional development. The

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“…Several authors (e.g., Radovic, Maric, & Passey, 2019;Willis, Lynch, Fradale, & Yeigh, 2019) explain that technological tools facilitate the development of skills in the educational field. The results of the machine learning for the Hypothesis 3 are greater than the value of 0.558.…”

Section: Assimilation Of Knowledgementioning

confidence: 99%

Impact of the Web Application for the Educational Process on the Compound Interest Considering Data Science

Salas-Rueda¹,

Salas-Rueda²,

Salas-Rueda³

2020

Turkish Online Journal of Distance Education

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This quantitative research analyzes the impact of the Web Application for the Educational Process on Compound Interest (WAEPCI) considering the machine learning and data science. The sample is composed of 46 students who studied the Financial Mathematics course in a Mexican university during the 2017 school year. WAEPCI presents the calculation of the Compound Interest and Compound Amount over a period of four years through the data simulation. The results of the machine learning (linear regression) indicate that WAEPCI positively influences the assimilation of knowledge and development of mathematical skills on the Compound Interest and Compound Amount. Data science establishes 4 predictive models on the use of WAEPCI in the educational process by means of the decision tree technique. The construction of web applications facilitates the active role of students, improves the assimilation of knowledge and allows the development of skills. Finally, WAEPCI improves the teaching-learning conditions on Financial Mathematics through the data simulation.

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Influences on purposeful implementation of ICT into the classroom: An exploratory study of K-12 teachers

Cited by 35 publications

References 32 publications

Impact of a One-Off Demonstration on the Use of ICT in the Teaching of Andragogy Students on Their Change of Attitude Towards the Use of ICT in Education

Impact of a One-Off Demonstration on the Use of ICT in the Teaching of Andragogy Students on Their Change of Attitude Towards the Use of ICT in Education

Elementary teachers’ beliefs and perspectives related to smart learning in South Korea

Impact of the Web Application for the Educational Process on the Compound Interest Considering Data Science

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