Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools

Crook, Simon; Sharma, Manish; Wilson, Rachel; Muller, Derek A.

doi:10.14742/ajet.72

Cited by 8 publications

(7 citation statements)

References 20 publications

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“…In a recent national survey conducted in the United States, 53% of elementary school students reported regular use of smartphones (Poll, ), 95% of families with young children (age eight and under) owned smartphones and 98% of homes with children of the same age group (age 8 and under) possessed mobile devices (Common Sense Media, ). Moreover, school districts are investing in providing mobile devices to K‐12 students with a 1:1 model of one device per student (Bebell & O'Dwyer, ; Crook, Sharma, Wilson, & Muller, ; Looi et al, ; Molner, ). Because of this explosion in the use of mobile devices, science education researchers and practitioners are continually finding better ways to make use of mobile technologies in educational contexts from grade school to college settings (Wilson, Goodman, Bradbury, & Gross, ).…”

Section: Introductionmentioning

confidence: 99%

“…While teachers may have access to mobile technologies at home or school, they continuously struggle to meaningfully integrate mobile technologies into their instructional practices (Ertmer, ; Hew & Brush, ). The literature has documented some of the challenges associated with teachers' use of mobile technologies, such as the lack of teacher training; the scarcity of appropriate activities or curricula that integrate mobile technologies, such as iPads and tablets, into science teaching (Crook et al, ; Pegrum et al, ; Wilson et al, ) and personal abilities, such as lack of confidence in using technology (Wang, Ertmer, & Newby, ).…”

Section: Introductionmentioning

confidence: 99%

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Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

et al. 2019

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The growing popularity of mobile technologies in educational settings, from grade schools through college, has prompted science educators to prepare preservice teachers to successfully integrate technology into science teaching. This mixed-methods study explores the effectiveness of a mobile technology-based physics curriculum, Exploring Physics, on preservice elementary teachers' technology self-efficacy. Participants included 67 preservice elementary teachers enrolled in a specialized physics content course at a large public university in the United States. The experimental group (N = 34) used the Exploring Physics curriculum on iPads, and the comparison group (N = 33) used a hardcopy version of a similar curriculum. Data sources included a technology self-efficacy survey administered as pre-and posttests, focus group and individual interviews with 24 participants at two time points, weekly classroom observations, and artifacts. Data analyses included repeated measures analysis of variance and posthoc t tests with Bonferroni adjustments and grounded theory techniques.The results showed significant positive changes in the experimental group participants' technology self-efficacy.In contrast, there was a significant decrease in the comparison group participants' technology self-efficacy.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

et al. 2019

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“…To date research has provided little in-depth understanding of students' experiences with technology for learning from the perspective of students. And, perhaps due to the atheoretical nature of the research, findings often raise more questions about students' technology use than answers (Bennett and Maton 2010;Crook et al 2013).…”

Section: Introductionmentioning

confidence: 99%

“…A small number of quantitative studies exploring students' perspectives have begun to provide an empirical basis for understanding students' perspectives (Crook et al 2013;Ellis et al 2011). Studies that have adopted mixed methods, including interviews, observations and questionnaires to garner stu-dents' perspectives, have demonstrated the valuable insights gained through more in-depth inquiries (Brown 2012;Conole et al 2008).…”

Section: Introductionmentioning

confidence: 99%

Understanding students' use and value of technology for learning

Beckman

Bennett

Lockyer

2014

Learning, Media and Technology

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Despite significant research in the field of educational technology, there is still much we do not fully understand about students' experiences with technology. This article proposes that research in the field of educational technology would benefit from a sociological framing that pays attention to the understandings and lives of learners. Within a broader study that aimed to investigate students' use and value of technologies guided by Bourdieu's sociological theory, this article reports on qualitative embedded case study data of 12 students in years 9 and 10 from two Australian secondary schools. The article provides detailed accounts of students' experiences with technologies in various contexts with consideration of the milieu in which technology use occurred, illustrating the heterogeneous and complex network of influencing factors on students' technology practices. The findings and discussion augment the application of Bourdieu's concepts of field, habitus and capital as a tool to view and understand students' varied and complex experiences and relationships with technology. Despite significant research in the field of educational technology, there is still much we do not fully understand about students' experiences with technology. This article proposes that research in the field of educational technology would benefit from a sociological framing that pays attention to the understandings and lives of learners. Within a broader study that aimed to investigate students' use and value of technologies guided by Bourdieu's sociological theory, this article reports on qualitative embedded case study data of 12 students in years 9 and 10 from two Australian secondary schools. The article provides detailed accounts of students' experiences with technologies in various contexts with consideration of the milieu in which technology use occurred, illustrating the heterogeneous and complex network of influencing factors on students' technology practices. The findings and discussion augment the application of Bourdieu's con-cepts of field, habitus and capital as a tool to view and understand students' varied and complex experiences and relationships with technology.

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“…The meta-analysis they conducted strengthened the finding that writing, editing, and gathering information from the Internet were the most common uses of laptops. Other information literacy skills such as taking notes, searching and organizing information, reading electronic textbooks, finding, analyzing, and sharing information were also prevalent (Crook, Sharma, Wilson, & Muller, 2013;Warschauer, 2007Warschauer, , 2008.…”

Section: Information Literacy In 1:1 Classesmentioning

confidence: 99%

Up and Down: Trends in Students’ Perceptions about Learning in a 1:1 Laptop Model – A Longitudinal Study

Berger-Tikochinski

Zion

Spektor-Levy

2016

IJELL

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This is a five-year study conducted with junior high school students studying in a 1:1-laptop program in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned Behavior (TPB).These variables were tested at two dimensions: 'duration of learning' -the effect of learning in the program on the same students; 'duration of program in school' -the effect of the program on different students in different school years. Participants (N=770) answered a questionnaire structured according to motivational and TPB variables.Findings show that attitudes changed over time, but differently for each dimension. For the 'duration of learning', attitudes declined between 7 th to 9 th grade. Structural equation modeling analysis showed that students' attitudes and self-efficacy explain part of their intention to learn with laptops, therefore ways of maintaining positive attitudes, self-efficacy, and strengthening school norms should be considered. However, for the 'duration of program in school', students' attitudes increased over the years: The attitudes of students who started the program at a later stage were more positive than those who began earlier.This may indicate that students who experience the program at an advanced stage are better prepared, with more realistic expectations. Findings can assist teacher trainers and policymakers with the implementation of similar programs.

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Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools

Cited by 8 publications

References 20 publications

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

Understanding students' use and value of technology for learning

Up and Down: Trends in Students’ Perceptions about Learning in a 1:1 Laptop Model – A Longitudinal Study

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