Factors that influence student teacher’s interest to achieve educational technology standards

Bearing in mind the importance of a transition from teacher-centred, lecture-based teaching to student-centred, technology-based learning, this study examined teachers’ interest to achieve educational technology standards (Interest) in terms of their computer attitude (Attitude), computer experience (Experience) and the professional support to achieve these standards offered to them from their institutions (Support). The study used a sample of 129 elementary student teachers from Finland and Serbia. The two groups of teachers differed in all examined variables: Experience was higher for the Finnish students, whereas Attitude, Interest and Support were higher for the Serbian students. Furthermore, contrary to the Finnish students, the Serbian student indicated that they received some instruction on ET standards during their studies and designed learning activities to promote the examined standards. By applying a two-group path analysis, it was found that to improve Interest, we need to improve Attitude by means of Experience. The analyzed data evidence that a desired role of Support (positive impact on Experience and Attitude) can be achieved when Support respects Experience. Implications for practice and directions for further research are examined.     

Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology

This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.     

Examining user acceptance of computer technology: an empirical study of student teachers

Abstract The use of computer technology in schools has made slow progress since the mid-1980s even though governments have been generous in funding. It is therefore important to understand how and when teachers use computer technology in order to devise implementation strategies to encourage them. This study investigates student teachers' perceptions of computer technology in relation to their intention to use computers. The purpose is to shed light on more effective ways to motivate the use of computer technology in schools. Based on an expanded variation of the Technology Acceptance Model , 84 completed surveys of student teachers were collected at a local university in Sweden. Overall, the results indicated that (1) student teachers' perceived usefulness of computer technology had a direct significant effect on their intention to use it; (2) student teachers' perceived ease of use had only an indirect significant effect on intention to use; however, (3) student teachers' subjective norm, that is the possible influence of external expectations, did not have any direct or indirect significant effects on their intention to use computer technology. Theoretical and practical implications that follow from the results are discussed.     

The second educational revolution: rethinking education in the age of technology

This paper drew upon a recent book (Rethinking Education in the Age of Technology) to summarize a number of prospects and challenges arising from the appropriation of digital technology into learning and educational practice. Tensions between traditional models of schooling and the affordances of digital media were noted, while the promise of these technologies for shaping a new system of education was reviewed. It was argued that new technology brings radical opportunities but also significant challenges. The urgency of seeking a coherent model for the future of education in a technological age was stressed.     

Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model

Abstract   Computers are increasingly widespread, influencing many aspects of our social and work lives, As we move into a technology-based society, it is important that classroom experiences with computers are made available for all students. The purpose of this study is to examine pre-service teachers' attitudes towards computers. This study extends the technology acceptance model (TAM) framework, with subjective norm and facilitating conditions acting as external variables. Results shows that perceived usefulness, perceived ease of use and subjective norm were significant determinants of pre-service computer attitudes. Facilitating conditions did not influence computer attitude directly but through perceived ease of use. These findings demonstrate that social norm and facilitating conditions are potential variables that may be used to extend the TAM for research on computer attitudes.     

Teacher beliefs and technology integration practices: A critical relationship

Early studies indicated that teachers’ enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to revisit the question, “How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?”     

Integrating technology in the classroom: a visual conceptualization of teachers' knowledge, goals and beliefs

Abstract   In this paper, we devise a diagrammatic conceptualization to describe and represent the complex interplay of a teacher's knowledge (K), goals (G) and beliefs (B) in leveraging technology effectively in the classroom. The degree of coherency between the KGB region and the affordances of the technology serves as an indicator of the teachers' developmental progression through the initiation, implementation and maturation phases of using technology in the classroom. In our study, two teachers with differing knowledge, goals and beliefs are studied as they integrated GroupScribbles technology in their classroom lessons over a period of 1 year. Our findings reveal that the transition between the teacher's developmental states (as indicated by coherency diagrams) is nonlinear, and thus the importance of ensuring high coherency right at the initiation stage. Support for the teacher from other teachers and researchers remains an important factor in developing the teacher's competency to leverage the technology successfully. The stability of the KGB region further ensures smooth progression of the teacher's effective integration of technology in the classroom.     

Human factors and information technology: responding to the challenge

Editor's note: Recommendations are given from a report published by the UK National Electronics Council on the importance of an awareness of human factors to information technology. Ergonomists alone cannot reshape attitudes to technological design, according to the report, and a concerted effort is needed from every group involved. For this reason, the NEC's recommendations are addressed to government, standards bodies, manufacturers, users and educators. Taken together, the recommendations from the basis of the initiative that the report's authors believe must be taken to meet the challenge posed by information technology. Although the report was published in the context of the UK Alvey ‘Advanced Information Technology’ programme, its content will be of interest in all countries working with information technology. The report represents a challenge from the human factors community to engineers, and as such is required reading for Displays subscribers. The journal will welcome responses and encourage debate on the subject.     

The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice

The paper describes a study conducted in Rwanda involving 12 participants selected from a larger cohort of 24 final-year university students who were part of a group-based training programme. The programme was about how to search, retrieve, and use web-based literature. Empirical data were collected through interviews and focus group discussions. The purpose was to explore ways of using information and communication technology (ICT) in student teachers' everyday learning practice. The study draws from a sociocultural perspective and emphasis is put on a literature review involving ICT in teacher education. The findings reveal that utilization of ICT pertains to three major types of variation among student teachers who use ICT: passive, reluctant, and active users. The active ICT users demonstrated a capacity to cross group boundaries and play a central role as agents of change in learning practice. The point is that more experienced student teachers can assist their colleagues in the zone of proximal development and, therefore, enhance the integration of the new technology in teacher education. This implies that having access to ICT together with some instruction is not sufficient to prompt students to start using this technology as a pedagogical tool. Moreover, confrontation of different experiences regarding the use of ICT can spearhead change in student teachers' learning practice through critical reflection.     

Age as a moderator of attitude towards technology in the workplace: work motivation and overall job satisfaction

Given the prevalence of technology in the workplace, an understanding of employees' attitudes towards technology is essential. Such attitudes have been linked to such important issues as the successful implementation of new technologies in the workplace, employee intent to use technology, and the actual usage of technology by employees. As a result of the rapidly aging workforce, and because age has been linked to computer use and comfort, it is important to examine the relationship that may exist between age and attitudes towards technology. This study examines age as a moderator of 612 employees' attitudes towards technology in relation to work motivation (intrinsic and extrinsic) and overall job satisfaction. Further, given the technological socialisation of the Generation X (Gen X) versus the Baby Boomers, our sample comprised these two demographics. Hierarchical moderated multiple regression indicates age moderates the relationship between attitude towards technology and intrinsic motivation, extrinsic motivation, and to a lesser extent, overall job satisfaction. In each instance, older employees exhibit the strongest relationships with the outcome variables when possessing a high attitude towards technology. In contrast, older employees exhibit the weakest relationships when possessing a low attitude towards technology. These results are supportive of the moderating effect of age on attitude towards technology. Lastly, implications and directions for future research are discussed.     

“A chimera of sorts”: Rethinking educational technology grant programs,courseware innovation,and the language of educational change

How do we know when an educational organization, process, or courseware tool is innovative? How do we define the processes that encourage change or the ways in which faculty develop new courseware innovations? The terms innovation, change, and development have been overused in so many contexts that they now seem to have lost their meanings. A review of the literature on innovation and educational change offered no agreed up definitions or models. Prior studies that have considered innovations in educational technology have focused on the innovations themselves or the potential barriers to faculty adoptions of externally developed innovations. In this study of an educational technology services program that provides competitive grants for faculty-developed technology courseware projects at a large state research university, I shifted the focus to consider: what current and future higher education faculty consider to be an innovative courseware project, and how they conceive of processes for developing such innovations. Results suggested that when it is not reduced to a rhetorical device in a marketing campaign or department instructional technology vision plan, innovation that is defined locally by a community of practice can effectively transform teaching, learning, and the organizations that support these activities.     

Computer-assisted teaching and assessment of disabled students in higher education: the interface between academic standards and disability rights

Abstract  Computer-assisted teaching and assessment has become a regular feature across many areas of the curriculum in higher education courses around the world in recent years. This development has resulted in the 'digital divide' between disabled students and their nondisabled peers regarding their participation in computer-assisted courses. However, there has been a long-standing practice to ensure that disabled students could participate in these courses with a set of disability adjustments that are in line with their learning modalities under the headings of presentation format, response format, timing, and setting adjustments. Additionally, there has been a set of supporting antidiscriminatory disability laws around the world to avoid such divide between disabled students and their nondisabled peers. However, following a successful pre cedent in Davis v. Southeastern Community College (1979), the opponents of disability rights have consistently argued that making disability adjustments for disabled students to participate in computer-assisted courses would undermine academic and professional standards and these laws have resulted in a 'culture of fear' among the staff. This paper challenges such myths and argues, based on a systematic review of four major antidiscriminatory laws, that universities have full academic freedom to set the academic standards of their computer-assisted courses despite the introduction of such laws and that there has been no grounds for the perceived culture of fear about the consequences of the participation of disabled students in computer-assisted courses.     

Towards the refinement of forum and asynchronous online discussion in educational contexts worldwide: Trends and investigative approaches within a dominant research paradigm

The growth of asynchronous online discussion (AOD) in primary, secondary, undergraduate, and post-graduate contexts and courses has resulted in a growing body of literature that provides valuable insights into the issues surrounding the use of online writing, online discussion, and distance and blended learning in formal education worldwide. This phenomenological critical literature review provides an overview of research focused on forum use and AOD published from 2008 to 2012. Papers were chosen based on a selection process suggested by Wu et al. (2012), where nine of the most influential e-learning education and educational review journals were searched according to year, 2008–2012, and the following keywords: forum, threaded discussion, and threaded chat. Three teachers/educational researchers, each with at least five years of experience using forum and AOD in university contexts, further filtered the corpus through following a detailed inclusion/exclusion procedure, which resulted in a refined corpus of 43 journal papers. Quantitative analyses of results reveal most AOD research in educational contexts from 2008 to 2012 was carried out through or on Learning Management Systems (LMS) platforms in university settings, within computer and education classes, with blended learning dominating distance learning contexts. Most research settings were based in Asia and Europe, while the three countries with the most AOD publications were Singapore, Taiwan, and the U.S. In addition, the journals dominating the field were Computers & Education, followed by Journal of Computer Assisted Learning, and Australasian Journal of Educational Technology. The refined corpus was also analysed qualitatively via phenomenological method (Smith, Flowers, & Larkin, 2009), in order to identify and contextualize meaningful statements and themes. Discussion focuses on the existence of a dominant research paradigm that we divide into four investigative impulses and discuss: argumentative, comparative, relational, and analytical. Specific representative examples of each investigative impulse are thoroughly discussed and critiqued, and as a result, should be of significant value to all stakeholders, including researchers, instructors, and students, involved in forum and AOD use in educational contexts globally.     

Integration technology: The reinvention of the linkage between information systems and computer science

The Computer Science (CS) and Information Systems (IS) fields are facing considerable challenges. At the same time, the Information Technology and Systems (ITS) community, which lies at the intersection of CS and IS, is uniquely positioned to address and solve important problems that are outside of the traditional domains of either CS or IS. An important development is the increasing criticality of Integration Technologies (IT) and the need for Integration Specialists (IS)¹. Examples are given of aspplications-driven integration technology-intensive research needed by business to support globalization, increased productivity, and rapid adaptation.