The interaction of student characteristics and science teaching on student perception of the learning environment     

Fordham  Adrian 《Research in Science Education》1978,8(1):89-98

Conclusion The interactive perspective adopted in this study suggested an alternative approach to the study of the effects of student characteristics upon their perceptions of the classroom. This perspective emphasised the necessity to examine the nature of the interaction between the student (or more exactly the student variable) and his learning environment before testing for the presence of these effects. Six relationships were consequently proposed, and both the analyses and qualitative data supported the presence of five of these in the ongoing activities of the classroom. This paper forms part of a larger study done by the author while a member of the Education Research Unit, Research School of Social Sciences, Australian National University.  相似文献   

Deleuze, Education and Becoming - by Semetsky, I.     

Nesta  Devine 《Educational Philosophy and Theory》2008,40(3):453-455

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A Critique and Response to Multicultural Visions of Globalization     

Bharath Sriraman  Harry Adrian 《Interchange》2008,39(1):119-130

The paper by White in this issue of Interchange contains an interesting model for a global educational perspective based on the writings of Aurobindo and Pierre Teilhard de Chardin. White proposes a foundation for this new perspective based on the synthesis of Aurobindo’s and de Chardin’s theories of global, social, and conscious evolution. In our response we critique the author’s proposal from the perspective of the current challenges to social justice within the educational community. In particular the writings of Charles Darwin, Paolo Freire, Karl Marx, and Vivekananda (Aurobindo’s peer) are examined to present evolutionary and philosophical viewpoints on the origins and causes of inequity. We contend that no global multicultural perspective on education is possible unless we first address the fundamental inequities present within the socio-economic and educational structures that characterize the world today. Thus any attempt to introduce a “global educational agenda” within an educational institutional structure is bound to be problematic.  相似文献   

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences   总被引：1，自引：0，他引：1  

M. Mahruf C. Shohel  Adrian Kirkwood 《Learning, Media and Technology》2012,37(4):414-428

The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.  相似文献   

Themed section: Enhancing learning and teaching in technology-poor contexts     

Adrian Kirkwood 《Learning, Media and Technology》2012,37(4):395-397

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Video demonstrations can predict the intention to use digital learning technologies     

David A. Sprenger  Adrian Schwaninger 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):857-877

The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.

Practitioner notes

What is already known about this topic

• The technology acceptance model helps decision-makers to determine whether students and teachers will adopt a new technology.
• Technology acceptance is typically measured after users have used the technology for three to twelve months.
• Perceived usefulness is a strong predictor of intention to use the technology.
• The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.

What this paper adds

• For the four digital learning technologies (classroom chat, classroom response system, e-lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.
• Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.
• We replicate these findings with a second study using the general extended technology acceptance model.

Implications for practice and/or policy

• Short video demonstrations can provide information for educators to predict whether students will use a technology.
• Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology.

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