Technology, Preprocessing, and Resistance—A Comparative Case Study of Intensive Classroom Teaching

Adria, Marco; Rose, Teresa

doi:10.3200/joeb.80.1.53-60

Cited by 13 publications

(11 citation statements)

References 20 publications

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“…The use of information technology to support many activities associated with teaching and learning in higher education has expanded over the past decade to include much more electronic communication between faculty and students, and in particular, student-to-student and student-to-instructor interactions (Adria & Rose, 2004).…”

Section: Use Behaviormentioning

confidence: 99%

Faculty Use of Established and Emerging Technologies in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective

Lewis

Fretwell

Ryan

et al. 2013

IJHE

126

115

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Our effectiveness as instructors lies ultimately in how well our students can understand and apply the concepts we teach. In response to the growing importance of accountability in the educational process and the abundance of social networking technology and communication tools available for possible classroom use, this paper will use The Unified Theory of Acceptance and Use of Technology (UTAUT) to examine the adoption of established and emerging information technology in higher education classrooms. Hence, the goal of this paper is to test theoretical explanations from UTAUT in the context of higher education through the development of a set of hypotheses predicting the conditions under which classroom technology use is likely to emerge. Data collection occurred via an online survey. The instrument was sent to business faculty members teaching face-to-face classes at a southeastern university. Our findings suggest that in the context of instructors' use of technology for classroom purposes, the most important antecedents are performance expectancy, effort expectancy, social influence, and habit with more complex effects when gender is added as an interaction term. Results from this study will provide useful information on the frequency of use of technology, along with significant factors affecting its adoption in the classroom. Departmental leaders interested in the variations in individual faculty's level of inclination toward technological changes would find them particularly useful. Keywords: Behavioral intention, Technology use, Technology acceptance 1. Introduction Exceptional classroom instruction in higher education is not talked about nearly as much as the sports achievements for universities or even the research success within certain disciplines. In fact, most universities continue to reward research rather than teaching effectiveness for tenure-track faculty, and many students select universities based on the success and reputation of a football or basketball program. However, how well students understand and apply the concepts taught is the measure of instructor effectiveness, and should be one of the most important aspects of educational programs. As far back as 1955, conference remarks made by Lloyd Morey, then President of the University of Illinois, addressed improvement of instruction and the depth of responsibility that collegiate departments have to ensure quality of preparation of their members for academic teaching (1955). Active learning in higher education has been emphasized extensively over the past decade, and the "challenge is for lecturers to find ways of triggering and increasing student interest in the subject they are studying" (Tin, 2009). Without additional encouragement or rewards, many professors may focus most of their efforts on research, even with the tremendous increase in technology and digital media currently available that can actively engage learners. The infusion of new technology has had a dramatic effect on the way that we send and receive information. Comm...

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Section: Use Behaviormentioning

confidence: 99%

Faculty Use of Established and Emerging Technologies in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective

Lewis

Fretwell

Ryan

et al. 2013

IJHE

126

115

View full text Add to dashboard Cite

show abstract

“…In other words, they felt that they could not integrate other resources to their courses because they might not be able to comply with the syllabus or the content of the school year. This might be a belief or a perception that might interfere with the inclusion of ICTs in the learning process, which parallels what Wolcott stated (2003 as cited by Adria & Rose, 2004). The next examples evidence the fact that teachers thought that if they had to use technology in their classes, they might not be able to control teaching and learning practices (Adria & Rose, 2004).…”

Section: "En Este Momento O Durante Todo El Año No Fue Posible Por mentioning

confidence: 71%

“…Research on teachers' proneness to incorporate ICT in their teaching repertoire has revealed that both exemplary and non-exemplary practices depend on a multiplicity of factors that relate to teachers' perceptions, attitudes and beliefs about ICT (Wolcott, 2003 as cited by Adria and Rose 2004), the school culture, education policies (Gray et al, 2007) and the accessibility and involvement in ICT professional development courses (Schibeci et al, 2008). With respect to attitudes, perceptions and beliefs, a recurrent theme in the literature relates to teachers' fears that they may be displaced and even replaced by technology (Li, 2007).…”

Section: Theoretical Framework Teachers Embracing Icts: Key Factorsmentioning

confidence: 99%

“…This fright has produced what the literature calls the 'over-sold, under-used phenomenon'; that is to say, a great investment in the purchase of computers that are not being used by teachers (Cuban, 2001 as cited by Li, 2007). Adria and Rose (2004) indicate that teachers also feel unsecure about controlling teaching and learning practices when using technology and that even tenure and promotion practices will be uncertain. The authors indicate that educators who share this perspective view ICT as a threat to their professional identity and autonomy and therefore would become reluctant to incorporate them in their classrooms.…”

Section: Theoretical Framework Teachers Embracing Icts: Key Factorsmentioning

confidence: 99%

“…Similarly, Web and Cox's (2004) literature review suggests that teachers' values and beliefs about the impact of ICT on learning play an important role in the adoption of such technologies. This factor is also emphasized by Adria and Rose (2004) who believe that when teachers see conflicting views or slight evidence of improvements in learning due to technology, they tend to question the efficacy of such innovations. In this train of thought, Robertson (2003) supports the view that teachers should be encouraged to pose critical questions regarding the role of technology as they are usually uninformed and are denied opportunities to scrutinize "the motives, power, rewards, and sanctions associated with the unscrupulous marketing of information and communications technology (ICT)" (p. 280).…”

Section: Theoretical Framework Teachers Embracing Icts: Key Factorsmentioning

confidence: 99%

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ICT in the professional development of EFL teachers: perceptions and challenges.

Soto

Escobar

Báez

2011

Folios

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This article summarizes and analyzes the findings of one aspect of a research project that explored a proposal mediated by ICT, for the professional development of a group of teachers of English. The general objective of the project was to analyze the effect of the proposal on the development of the listening skills, Intercultural Competence, and professional development itself of a group of sixteen English teachers from several public schools in Bogotá. One part of the study focused on the teachers' perceptions of the proposal. The other one deals with the aspects that could possibly have an influence on the implementation of the proposal on the daily teaching practice of the participants. The data were gathered through surveys, interviews, and logs, which evidenced that even though teachers value the proposal for its meaningfulness and usefulness, they face various kinds of difficulties and tension in its application. Keywords:Professional development, teachers of English as a foreign language, Information and Communication Technology, Perceptions. ResumenEste artículo resume y analiza los resultados de un aspecto de la investigación centrada en la exploración de una propuesta de desarrollo profesional mediada por herramientas de las TIC para docentes de inglés. El proyecto tuvo como objetivo general analizar los alcances de la propuesta de formación en el desarrollo de la habilidad de escucha y de la competencia intercultural y en el desarrollo profesional mismo de un grupo de dieciséis docentes de varios colegios públicos de Bogotá. Una parte del proyecto indagó por las percepciones de los docentes sobre la propuesta y sobre aspectos que pudieron influir en la implementación de la misma en sus prácticas pedagógicas cotidianas. Los datos se recopilaron a través de encuestas, entrevistas y logs que revelaron que los docentes, aunque valoraron la propuesta como significativa y útil, enfrentan diversos tipos de dificultades y tensiones en su aplicación. Palabras clave:Desarrollo Profesional, Docentes de Inglés como Lengua Extranjera, Tecnologías de la Información y la Comunicación (TIC), Percepciones

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Intensive mode delivery of a neuroanatomy unit: Lower final grades but higher student satisfaction

Whillier

Lystad

2013

Anatomical Sciences Ed

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In 2011, Macquarie University moved to a three-session academic year which included two 13-week sessions (traditional mode) and one seven-week session (intensive mode). This study was designed to compare the intensive and traditional modes of delivery in a unit of undergraduate neuroanatomy. The new intensive mode neuroanatomy unit provided the same quantity and quality of material to the same standard, delivered by the same teachers and over the same total hours, but in a shorter timeframe. All students enrolled in session 2 (traditional mode) and session 3 (intensive mode) were invited to participate in this study. The main outcome measures were the final course grades and level of satisfaction with the course. Although there was no significant difference between the two cohorts in self-rated level of knowledge (P 5 0.148), the traditional mode cohort achieved significantly higher final grades compared to the intensive mode cohort (P 5 0.001). Similarly, the distribution of final grades was also different between the two cohorts. The two cohorts were equally satisfied with the unit overall, and with the lectures and tutorials. However, the intensive mode cohort was more satisfied with the laboratory practical classes compared to the traditional mode cohort (P < 0.001). Thus this study demonstrates that in the case of neuroanatomy, which is high in content, when the course is taught to the same standards as exist in the traditional mode of delivery, the students do not do as well even though they enjoy the course equally. Anat Sci Educ 6: 286-293.

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Technology, Preprocessing, and Resistance—A Comparative Case Study of Intensive Classroom Teaching

Cited by 13 publications

References 20 publications

Faculty Use of Established and Emerging Technologies in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective

Faculty Use of Established and Emerging Technologies in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective

ICT in the professional development of EFL teachers: perceptions and challenges.

Intensive mode delivery of a neuroanatomy unit: Lower final grades but higher student satisfaction

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