Slovak high school students’ attitudes to ICT using in biology lesson

Kubiatko, Milan; Haláková, Zuzana

doi:10.1016/j.chb.2009.02.002

Cited by 59 publications

(44 citation statements)

References 30 publications

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“…Keeping in view the less positive attitude towards E-extension from aged extension workers with more years of experience, encouraging and motivating them to immerse themselves in a computer-based environment could improve their understanding for E-extension. The relationship between attitudes towards new information technology and computer experience has also been investigated in studies conducted by Winter et al [11], Kubiatko, and Halakova [40], the results of which are in accord with our results. Table 3.…”

Section: The Relationship Between Extension Workers' Attitudes Towardsupporting

confidence: 82%

The Attitudes of Agricultural Extension Workers towards the Use of E-Extension for Ensuring Sustainability in the Kingdom of Saudi Arabia

2016

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E-extension as a modern mode of communication can be used to improve the effectiveness and efficiency of extension services for agricultural sustainability. E-extension is the delivery of extension services using the Internet and the latest information communication technologies (ICTs), which allow networking, online sharing, and collaboration. Extension workers are a key factor in conducting an effective agricultural extension work plan; therefore, understanding extension workers' attitudes towards the use of E-extension is important. It has been noted in some studies that, before implementing ICTs, positive attitudes from extension workers is required. This study analyzed the attitudes of extension workers towards the use of E-extension in the Kingdom of Saudi Arabia (KSA). A survey questionnaire was developed comprising statements regarding E-extension and then distributed through the post to all 230 extension workers in the Kingdom with the help of the Ministry of Agriculture. The findings show that extension workers generally had a positive attitude towards the use of E-extension. Significant relationships were found between the overall means of extension workers' attitudes towards E-extension and their age, years of service, and computer experience. In the light of the results, recommendations drawn are as follows: encouraging extension workers, especially those who are older, to use the E-extension system through exclusive training programs and refresher courses; and incorporating combined workshops for extension workers with few and more years of service to eliminate the generation gap and instigating a better understanding of the E-extension system.

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Section: The Relationship Between Extension Workers' Attitudes Towardsupporting

confidence: 82%

The Attitudes of Agricultural Extension Workers towards the Use of E-Extension for Ensuring Sustainability in the Kingdom of Saudi Arabia

2016

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“…Gender differences were also found in school-related ICT activities, in which males exhibit a more positive attitude than females do [24]. Similarly, Conti-Ramsden et al [27] found that females exhibit greater fear and discomfort in ICT use.…”

Section: Gender and Ict Usementioning

confidence: 77%

“…Differences between male and female students' learning preferences [19], types of ICT-supported activities [28], and ICT attitudes and opinions [24], [27] are reported. Male students are more often interested in ICT use [25], and use the computer more often for leisure activities [28].…”

Section: Gender and Ict Usementioning

confidence: 99%

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Information Communication Technology Use among Students in Inclusive Classrooms

Bagon¹,

Gačnik²,

Starčič

2018

Int. J. Emerg. Technol. Learn.

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Abstract-Inclusion has brought diversity into 21st-century classrooms and introduced challenges for teachers who must adapt their teaching to diverse groups of children. Related research findings indicate that information and communication technology (ICT) can be used to provide personalized learning and support inclusion. Our research compared the school-and leisure-related computer use of students in inclusive classrooms. The frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were examined. Consistent with those of previous studies, our findings show that students with special needs (SN) and their peers use computers more frequently for leisure activities than for school activities. Compared with their peers, students with SN use computers less frequently and are more resistant to computer use. No correlation was found between the presence of SN and a student's desire to use a computer or a student's opinion on whether computer use improves learning success. A comparison of male and female students revealed that boys use computers more frequently, and have a stronger belief that computer use improves learning success. This study discusses ICT integration in inclusive classrooms for personalized learning in all domains of learning, the cognitive, affective-social, and psychomotor domains. The main conclusions derived from the study inform teachers in planning their ICT integration for cognitive, social and emotional scaffolding of students in inclusive classrooms.Keywords-information and communication technology (ICT), inclusive class, students with special needs 56

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“…Also, freshman may have a more optimistic view and comfort level with using computers in an online learning environment than seniors. The results of a study conducted in the Netherlands concluded that younger students were more optimistic about using information communication technologies in their lessons than older students (Kubiatko & Haláková, 2009). However, in a study of Korean university students done by Lee and Pyo (2003), it was concluded that freshmen students enrolled in English classes found online learning to be burdensome compared with the students in a higher level.…”

Section: Journal Of Language Teaching and Research 851mentioning

confidence: 99%

ESL Student Perceptions of VLE Effectiveness at a University in South Korea

Robinson

Basco

Mathews

et al. 2017

JLTR

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Abstract-The purpose of this study is to determine students' perception of the advantages, effects on language skills, suggestions for improvement, and limitations regarding the use of a VLE (Blackboard) and their differences according to gender, year, number of Blackboard courses taken, and computer literacy. The respondents of this study were 686 randomly selected university students enrolled in English classes at the University of Suwon in South Korea. An adapted survey questionnaire consisting of 33 items was administered to the students. The Mean was used to determine the students' perceptions in the four areas followed by t-test and ANOVA to determine the differences in the students' perceptions. The results showed that the students had a somewhat disagree rating in the areas of Advantages, Language, and Limitations and somewhat agree rating in the area of Suggestions. Significant differences were found in the students' perceptions in the four areas when grouped according to gender and computer literacy; a significant difference was found in the area of Limitations when grouped according to year; and no significant differences were found according to number of Blackboard courses taken.

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Slovak high school students’ attitudes to ICT using in biology lesson

Cited by 59 publications

References 30 publications

The Attitudes of Agricultural Extension Workers towards the Use of E-Extension for Ensuring Sustainability in the Kingdom of Saudi Arabia

The Attitudes of Agricultural Extension Workers towards the Use of E-Extension for Ensuring Sustainability in the Kingdom of Saudi Arabia

Information Communication Technology Use among Students in Inclusive Classrooms

ESL Student Perceptions of VLE Effectiveness at a University in South Korea

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