共查询到12条相似文献，搜索用时 343 毫秒
1.
The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed. 相似文献
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List Alexandra Du Hongcui Lee Hye Yeon 《European Journal of Psychology of Education - EJPE》2021,36(3):599-626
European Journal of Psychology of Education - This study describes an in-depth investigation of students’ integration or connection formation across multiple texts. Students were asked to... 相似文献
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Carolyn Dickie Laurie Dickie 《美中教育评论》2009,6(7):18-28
Demands by internal and external accreditation groups, whether governmental or professional, has resulted in education providers being more aware of partnership paradigms that develop institutional quality for mutual benefit. The focus of this article is to examine current research on educational partnerships in South-East Asia, identify purposes of academic alliances and report on collective goals, expectations and principles that academics have in relation to cross-institutional relationships. A three-round Delphi technique was used to examine the pros and cons of partnerships, how partnerships could be made more successful and to identify specific actions that individual academics could undertake to develop smarter partnerships. A conceptual framework of alliance performance is suggested and the management of a partnership is addressed in relation to shared values, capacity building and the role of an alliance manager. 相似文献
4.
Kale Ugur Roy Abhik Yuan Jiangmei 《Educational technology research and development : ETR & D》2020,68(5):2473-2504
Instructional Design Knowledge (IDK) can inform technology integration decisions and Technology Pedagogy and Content Knowledge (TPACK) can help instructional design processes. As a means to understand how teachers may draw from their TPACK and IDK as they design instructions and develop technology-enhanced learning activities, we examined the final projects of two groups of teachers enrolled in graduate-level instructional design and technology courses. By using both content and social network analysis methods, we identified the IDK and TPACK components exemplified in teachers’ projects. While the content analysis revealed differences between the two groups, some findings were common across the courses such as teachers minimally connecting technology to their content areas, exhibiting limited knowledge on learning needs, and having difficulties in engaging in design thinking processes. Furthermore, the social network analysis identified various communities of the knowledge components, highlighting when teachers tended to use their IDK and TPACK as they planned technology-enhanced learning activities and were engaged in instructional design respectively.
相似文献5.
South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools
One of South Africa’s identified priorities is the implementation of ICT in education. To this end a phased implementation
plan was initiated in 2004 for ICT to be implemented into schools across the country over eight years. During this time South
Africa also participated in three international studies undertaken by the International Association for the Evaluation of
Educational Achievement (IEA) focusing on ICT in Education. Each of these permitted the country to benchmark its progress
in terms of other countries and their implementation of ICT in education. The latest study, SITES 2006 provides a useful set
of indicators against which South Africa can evaluate its progress with regard to its implementation of ICT. This paper seeks
to evaluate South Africa’s readiness to integrate ICT into mathematics and science classrooms. This was done using a number
of indicators of “sustainable change” derived from SITES 2006 and then comparing these to countries such as Chile, Thailand
and Norway, the former two with similar context and conditions and the latter with contrasting conditions. The findings reveal
that whilst South Africa has made some progress since 1998 in terms of the implementation of ICT in education, that the majority
of schools are still in their infancy regarding the acquisition of ICT and most of those who have access are still in the
process of trying to integrate the ICT into their teaching and learning. It would appear that more fundamental needs in South
Africa’s education system have dominated its priorities. 相似文献
6.
Wilfried Admiraal Felix van Vugt Frans Kranenburg Bob Koster Ben Smit Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers. 相似文献
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This mixed-methods study explores the impact of an inquiry-based PD model designed to support teachers in integrating literacy and content learning. The study drew on classroom observations of 34 ELA, history, and science teachers with reputations for good instructional practice. An analysis of video data from observed lessons revealed that a subset of 16 teachers who had previously participated in Reading Apprenticeship PD offered significantly more opportunities and support for complex literacies and greater integration of literacy and content learning. Findings have implications for PD with the potential to improve literacy instruction in secondary content area classrooms. 相似文献
9.
Thomas de Lange Anne Møystad Gerald Torgersen 《British Educational Research Journal》2020,46(6):1279-1299
This article focuses on how video assignments presenting clinical situations can be implemented in digital summative assessment to enhance the integration of practical and conceptual knowledge. The underlying perspective is that sustainable assessment should comprise evaluative practices that equip students for the challenges they will face in their future professional lives. Drawing on the literature and on empirical results of a qualitative longitudinal research study at a Norwegian university, the integrative potential and challenges of video assignments are examined. The study confirms that video-based assignments are well suited for assessing integrated competencies. However, the complexities of videos’ visual displays have clear consequences that indicate how these resources should be produced. To optimise the potential of video use in enhancing sustainable summative assessment, we must strike a balance between technical accommodation, task clarity and integrative potential. 相似文献
10.
Line Massé Caroline Couture Vanessa Levesque Jean-Yves Bégin 《Emotional and Behavioural Difficulties》2013,18(3):327-343
A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary school classes. Both consulting programme modalities shared the same postulates. This article presents the stakeholders’ perceptions of the consulting model and its impacts on teachers and students. Presented here are the results of semi-structured interviews conducted with teachers (N = 42), resource persons accompanying individuals or groups (N = 11) and school managers (N = 8) in the programme’s first year of implementation. According to qualitative analysis of the interviews, these two models seem to have had positive impacts on teachers, especially in relation to their perceptions of students with behavioural difficulties and their understanding of behavioural problems. However, the group model is the one that elicited the most adhesion in all groups of actors. 相似文献
11.
Min Jeong Song 《Educational Media International》2018,55(3):183-198
3D printing implementation in educational contexts has gained considerable attention in recent years. However, research shows that both in-service and pre-service teachers lack digital literacy and the confidence required to teach this emerging technology. This study reports the current challenges and opportunities in 3D printing education in Korea and identifies the range of knowledge required for teachers to integrate 3D printing technology into classrooms in meaningful ways. The technological, pedagogical, and content knowledge (TPACK) framework was used to analyze the certificate program for 3D printing educators and in-service teachers’ practices. The findings from interviews with 10 in-service teachers and participant observation in the 3D printing training workshop for pre-service teachers revealed that technological knowledge is overly emphasized in the 3D printing teacher training curriculum. Thus, many in-service teachers develop their content knowledge and pedagogical knowledge by exchanging ideas with other teachers online and running project-based courses with flipped classroom approaches. Two potential paths were discovered for developing curricula that cross over the domains of the TPACK framework to successfully integrate the technology into classrooms: collaboration between teachers in different subject areas and industry experts to develop technical knowledge and curriculum, and contextualizing 3D printing technology in relation to open-source digital culture. 相似文献
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