Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0

Kale, Uğur; Goh, Debbie

doi:10.1007/s10639-012-9210-3

Cited by 82 publications

(67 citation statements)

References 28 publications

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“…La revolución tecnológico-digital impactó notoriamente en el campo de la enseñanza y el aprendizaje (Avidov-Ungar & Eshet-Alkalai, 2014; Kale & Goh, 2014;Youssef, Dahmani, & Omrani, 2015). En el marco de la misma, surgieron investigaciones en campos diversos como: los procesos de enseñanza y aprendizaje en los entornos virtuales; investigaciones comparativas entre la enseñanza en línea y la enseñanza presencial; la interacción en los foros en línea, y las concepciones docentes acerca de la enseñanza virtual (Hung, 2012;Youssef et al, 2015).…”

Section: Marco Teóricounclassified

El método micro-textual como herramienta de análisis de foros en línea en contextos multiculturales

Dorfsman¹

2016

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ResumenEn este trabajo presentaremos el método micro-textual, como una herramienta eficiente de análisis en la investigación que se está desarrollando sobre enseñanza en línea y multiculturalidad en la Educación Superior, en el Centro Melton de Educación Judía de la Universidad Hebrea de Jerusalem. El propósito del trabajo es mostrar de qué manera el método posibilita identificar y caracterizar diferentes tipos de diálogo en los foros en línea, y asimismo examinar su evolución. El método está constituido por una batería conceptual desarrollada para el análisis de textos y su objetivo es contribuir a la comprensión del discurso textual e intertextual y su evolución en cursos virtuales, en particular en la enseñanza superior. El mismo utiliza componentes textuales y contextuales para la comprensión de textos, siendo un componente central el indicador etno-cultural, vinculado a la pertenencia del participante a un grupo religioso o cultural, y a problemáticas relacionadas con su identidad. En la ejemplificación elegida para este trabajo, propondremos analizar cuestiones vinculadas a la interrelación entre los indicadores personales, profesionales y los etno-culturales; así como también al rol del docente en la educación superior en línea.Palabras clave: método micro-textual, enseñanza en línea, enseñanza multicultural. AbstractIn this paper, we present the micro-textual method as an efficient analysis tool for the research that is being conducted about online teaching and multiculturalism in higher education, in Melton Centre for Jewish Education in the Hebrew University of Jerusalem. La presente investigación se realiza en el marco del programa de enseñanza mixta (Blended Learning) y cuenta con el apoyo del Centro Melton de Educación Judía.El autor agradece la colaboración de los participantes del programa, quienes gentilmente han accedido a que sus textos sean utilizados con fines académicos, atendiendo a las normas éticas y de confidencialidad. El autor asimismo autoriza a utilizar los contenidos de este artículo, con la correspondiente cita bibliográfica.Toda consulta sobre la misma dirigirla a Marcelo I. Dorfsman, Centro Melton de Educación Judía, Universidad Hebrea, Monte Scopus (91905).

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Section: Marco Teóricounclassified

El método micro-textual como herramienta de análisis de foros en línea en contextos multiculturales

Dorfsman¹

2016

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“…Perceived Usefulness was found as a critical factor in many studies during the literature review. In the study of Kale and Goh (2012), the teachers were asked about the use of Web 2.0 in their classrooms and they rated the usefulness of these media very high. According to Wood's survey (Wood, 2010) perceived usefulness and relative advantage were key factors regarding the adoption and use of social virtual worlds in some American colleges.…”

Section: Background Literaturementioning

confidence: 99%

“…In this study the positive relation between trialability and behavioral intention was found. The analysis of Kale and Goh (2012) showed that the workload and a structured and standardized curriculum seem to be one of the biggest inhibitors for Web 2.0 adoption. The researchers suggest the need for adjusting and restricting standardized curriculum in order to reduce teachers' workload and providing them with time both in and outside their classrooms to prepare and perform Web 2.0 learning activities.…”

Section: Background Literaturementioning

confidence: 99%

Social Media in Greek K-12 education: A research model that explores teachers’ behavioral intention

Georgakainas¹,

Zaharias²

2016

Ανοικτή Εκπαίδευση

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During the last decade we have witnessed a rapid growth of Web 2.0 technologies and especially the so-called online social media. Many people, from every age group but especially teenagers, participate in online communities, making new friends and exhibiting themselves and their interests in a huge international audience. It is extremely important for educational practitioners and researchers to successfully incorporate the dynamics of web 2.0 and social media in their practices. This is especially true for the teachers of K-12 education. The main aim of this study is to examine the factors that may affect teachers’ behavioral intention to use social media in their classes. Very little is known from teachers’ perspective and empirical work isvery limited, especially from Southern European countries. This research was setup inorder to develop and test a seven-factor model to explain the Greek teachers’behavioral intention to use social media in their classes. Findings reveal thatExperience, Perceived Usefulness and Trialability have a significant impact whileSubjective Norms and Perceived Ease of Use have a more weak impact on teacher’s behavioral intention.

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“…Findings of a study conducted on 161 teachers from eight middle and high schools in both rural and urban settings of West Virginia, USA, identifying K12 teachers' attitudes towards the use of Web 2.0 technologies in their teachings, indicated while the teachers were fairly proficient in their computer and internet skills and had fairly high computer self-efficacy, their workload and a structured and standardized curriculum were inhibitors of Web 2.0 adoption (Kale and Goh 2014). However, in a finding of a qualitative study conducted in Singapore to determine how school stakeholders "make sense" of educational reforms, it was shown teachers in Singapore were consistently sharing the latest ICT applications that could be used in the classroom Reyes and Kheng (2015).…”

Section: Introductionmentioning

confidence: 99%

Antecedents to teachers’ perceptions of the usefulness of ICTs for business education classroom instructions in Nigerian tertiary institutions

Isiyaku

Ayub

AbdulKadir

2018

Asia Pacific Educ. Rev.

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This study investigated the antecedents to Nigerian business education teachers' perceptions of the usefulness of technology in the classroom. Theoretical support for the study was based on the work of Venkatesh and Bala's (Decis Sci 39(2):273-315, 2008) Technology Acceptance Model III where computer self-efficacy and perceived enjoyment were identified as antecedents to perceived ease of use of technology while subjective norm was identified as an antecedent to perceived usefulness. The study proposed a structural model to investigate whether computer self-efficacy, perceived enjoyment, and subjective norm were antecedents to teachers' perceived usefulness of ICTs in Business Education classrooms of Nigerian tertiary institutions. The study was a survey research involving 212 teachers sampled from the Business Education faculties of 13 tertiary colleges in Northwestern Nigeria, sub-Sahara Africa. The research instrument for data collection was a structured questionnaire using items adapted from previously validated studies. The questionnaire yielded high-reliability coefficients both at the pilot and actual study stages. SPSS version 22 was used for descriptive statistics analyses, and AMOS 22 was used for structural equation modeling. The study model explained about 33% of the variance in teachers' perceptions of the usefulness of ICTs in the classroom. Two of the hypotheses of the study were statistically significant. Teachers' computer self-efficacy and perceived enjoyment of ICTs were found to significantly influence their perceived usefulness of ICTs. The study recommends that Nigerian teachers should be trained to integrate ICTs in the curriculum and be provided with ICT support services in order to help them with ICT difficulties in the classroom.

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Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0

Cited by 82 publications

References 28 publications

El método micro-textual como herramienta de análisis de foros en línea en contextos multiculturales

El método micro-textual como herramienta de análisis de foros en línea en contextos multiculturales

Social Media in Greek K-12 education: A research model that explores teachers’ behavioral intention

Antecedents to teachers’ perceptions of the usefulness of ICTs for business education classroom instructions in Nigerian tertiary institutions

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