Little experience with ICT: Are they really the Net Generation student-teachers?

So, Hyo-Jeong; Choi, Hyungshin; Lim, Wei Ying; Xiong, Yan

doi:10.1016/j.compedu.2012.05.008

Cited by 73 publications

(60 citation statements)

References 33 publications

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“…Previous studies on the use of computers (or computer technologies) frequently examined attitudes towards computers (Akkoyunlu, 1996;Pamuk and Peker, 2009), anxiety towards computers (Beckers et al, 2007), and integration of information technologies (Sang et al, 2010;Kaya and Koçak Usluel, 2012;So et al, 2012). Acceptance of computers, on the other hand, is a prominent theme in those studies (Pynoo et al, 2011;Teo et al, 2009).…”

Section: Teacher's Technology Acceptancementioning

confidence: 99%

“…The standards included effective use of technology in teaching and the promotion of digital citizenship to develop students' creativeness and reinforce retention. According to So et al (2012), previous studies on pre-service teachers' integration of information technologies in education usually focused on the measures of self-efficacy, attitude, epistemological and pedagogical beliefs, and individual differences towards ICT use. There is also large body of research regarding computer-assisted education (CAE hereafter), perceptions of computer self-efficacy, computer anxiety, and the technological attitudes of teachers and teacher candidates (Berkant, 2013;Celik and Yeşilyurt, 2013).…”

Section: How Teachers Perceive Computer Technologies and Teaching Witmentioning

confidence: 99%

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The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance

Baturay¹,

Gökçearslan

2017

IJTEL

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Use of technology takes time and requires a paradigm change for teachers to adopt it. Teachers' readiness, how they behave and perceive technology integration or adoption process is particularly critical. The current study investigates the relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance. The results indicate that computer ownership, the internet access and amount of daily computer use do not correlate with the attitude towards computer-assisted education (CAE). The internet access and computer ownership variables do not seem to have any relationship with the intention to technology acceptance. There is a significant and positive relationship among computer competence, attitude towards CAE, and intention to technology acceptance. Perceived usefulness and enjoyment have positive relationship with attitude towards CAE. Although perceived ease of use similarly has significant positive relationship with the attitude towards CAE, it does not predict the attitude towards it.

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Section: Teacher's Technology Acceptancementioning

confidence: 99%

Section: How Teachers Perceive Computer Technologies and Teaching Witmentioning

confidence: 99%

The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance

Baturay¹,

Gökçearslan

2017

IJTEL

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“…Drent & Meelissen, 2008, researching teacher educators in the Netherlands). In these and other studies there is widespread agreement that teachers with relatively strong constructivist beliefs, or in some studies a more entrepreneurial approach to their own continuing professional development, report a higher frequency of computer use (see also Sang et al, 2010;So et al, 2012).…”

Section: Why Theorise?mentioning

confidence: 99%

“…teacher educators in the Netherlands). In these and other studies there is widespread agreement that teachers with relatively strong constructivist beliefs, or in some studies a more entrepreneurial approach to their own continuing professional development, report a higher frequency of computer use (see also Sang et al, 2010;So et al, 2012).Theorising in an interpretive tradition, in contrast to the more positivist approaches above, often seeks to construct new concepts that help to describe and explain social phenomena (e.g. Glaser & Strauss, 1967).…”

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confidence: 99%

Theorising the take-up of ICT: can Valsiner’s three zones framework make a contribution?

Hammond

Alotaibi²

2016

Technology, Pedagogy and Education

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(2016) Theorising the take-up of ICT : can Valsiner's three zones framework make a contribution? Technology, Pedagogy and Education. Permanent WRAP URL:http://wrap.warwick.ac.uk/71517 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-for profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP URL' above for details on accessing the published version and note that access may require a subscription. THEORISING THE TAKE-UP OF ICT: CAN VALSINER'S THREE ZONES FRAMEWORK MAKE A CONTRIBUTION?This paper explores the contribution of theory to understanding the take-up of ICT and, in particular, it describes how Valsiner's three zones framework came to be used in a study of lecturers in Saudi higher education institutions. The paper describes the value of theory and, in the process, illustrates some of the approaches taken in the literature on teachers' use of ICT. The challenges faced in theorising are also covered. The paper thengives the background to a study of ICT use among university lecturers before moving to a discussion of methodology and presentation of key findings. Next, attention shifts to explaining key aspects of Valsiner's zones framework and showing how this framework was applied to explain the modest but differentiated use of ICT across eight institutions.Finally, the paper discusses the strengths and limitations of the zones framework and highlights some of the wider challenges which theorisation poses. WHY THEORISE?Theorising can cover a range of activity in social research but a common feature of most theory is an attempt to offer an explanation as to how and why social processes happen for example, may serve as an explanation as to why some teachers take up ICT but confidence comes from somewhere, and if, say, it is a consequence of a particular kind of enculturation, how was that culture constructed in the first place? Theories do not, and cannot, provide definitive answers, rather they provoke argument. They provide a way of seeing the world and are valuable for the lens they offer on social activity (e.g. teacher educators in the Netherlands). In these and other studies there is widespread agreement that teachers with r...

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“…The positive attitudes of many students towards the use of computers and their past experiences with ICT will impact on teaching practices in the future (So et al, 2012). It has even been argued that the increased stability in the education process is due to the use of information and communication technology [18].…”

Section: Impact Of Ict On Teachingmentioning

confidence: 99%

Impact of Using E-learning Skills by Academic Staff Members in their Teaching at Some Saudi Universities

Okla.¹

2016

IJECS

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There has been a rapid increase in the use of information and communication technologies (ICTs) as teaching and learning tools in education. Electronic learning (E-learning) is fast becoming one of the most popular learning environments in the field of education in most universities globally, including in Saudi Arabia. The use of e-learning is now gaining common and popular approval, due to the fact that, as well as reducing classroom time it also creates its own impact on the stakeholders. The use of E-learning in the realm of education is a paradigm shift from traditional practice, brought about by technological development, such as the Internet and digital programmer-enabled mobile apps. In addition, faculty members at many higher education institutions in the KSA are facing challenge in regards to the implementation of E-learning in their teaching. Hence, this paper will investigate the impact of use E-learning and ICT in the university level. A quantitative data approach was used with the analysis of 375 questionnaires. Validity and reliability of the questionnaire were checked and statistical treatments such as percentages, means, frequencies, standard deviation and analysis of variance (ANOVA) were conducted. The results from the quantitative data analysis identified statistically significant difference in favour of those who are holders of Ph.D. Degrees. Also, identified statistically significant difference in favour of those with between (15-24) years" experience.

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Little experience with ICT: Are they really the Net Generation student-teachers?

Cited by 73 publications

References 33 publications

The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance

The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance

Theorising the take-up of ICT: can Valsiner’s three zones framework make a contribution?

Impact of Using E-learning Skills by Academic Staff Members in their Teaching at Some Saudi Universities

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