Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers

Based on the new technology initiative in Syrian education, this study explored the attitudes of high school English as a Foreign Language (EFL) teachers in Syria toward ICT. In addition, the study investigated the relationship between computer attitudes and five independent variables: computer attributes, cultural perceptions, computer competence, computer access, and personal characteristics (including computer training background). The findings suggest that teachers have positive attitudes toward ICT in education. Teachers’ attitudes were predicted by computer attributes, cultural perceptions and computer competence. The results point to the importance of teachers’ vision of technology itself, their experiences with it, and the cultural conditions that surround its introduction into schools in shaping their attitudes toward technology and its subsequent diffusion in their educational practice.     

Information and communication technologies in the life of university freshmen: An analysis of change

The passage from secondary school to university puts students in an environment with different expectations. Not only the expectations towards learning might change, but also towards ICT competences and computer use. The purpose of this article is to find out whether freshmen, after 6 months at the university, changed their self-perception of ICT competences and computer use in comparison with their behaviour at secondary school, and what factors can explain the self-perception of ICT competences and computer use in secondary school, in the university and their possible change. Based on a panel research among 714 freshmen of a large university, this article answers the following questions: (1) What is the self-perception of ICT competences among freshmen and is there a change in this self-perception 6 months after entering the university? (2) How often and for what purpose do freshmen use a computer and is there a change in the frequency of the use of a computer? (3) What factors might influence this attitude, behaviour, and possible change? In function of the basic components of Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis, & Davis, 2003) hypotheses was developed and tested to answer these questions. Students who consider the computer to be a useful instrument, have control over the computer, possess a certain level of Internet competence, and are at ease with computers are more likely to have the skills needed to maintain a computer, to develop a web site, and to use basic ICT skills. The predictors have little influence on Internet usage. The same predictors contribute modestly to the explanation of the different frequencies of computer use, and a few of the predictors explain parts of change in ICT skills and frequency of computer use.     

Workforce readiness: A study of university students’ fluency with information technology

This study with data collected from a large sample of freshmen in 2001 and a random stratified sample of seniors in 2005 examined students perceived FITness (fluency with Information Technology). In the fall of 2001 freshmen at a medium sized research-one institution completed a survey and in spring 2005 a random sample of graduating seniors completed a similar survey. The surveys measured the student’s self-reported proficiency in basic information technology knowledge and skills such as word processing and presentation software as well as more complex applications such as digital audio. We found a significant increase in perception of skills in presentation software and browsers and although both groups reported low skill levels, a significant decrease in perception of skills in database, web animation, programming, desktop publishing, digital video, and video audio. Although one might assume an undergraduate would indicate an increase in information and communication technology skills, this study found that often student’s perceptions of ability decline. However this decrease may be due to their increased awareness of the skills needed in the workforce.     

Student teachers' conceptions of technology: A metaphor analysis

This research applied metaphor analysis to investigate student teachers' conceptions of technology. The sample included 237 students enrolled in technical pre-service teacher education in Turkey. Participants were given a questionnaire consisting of demographic questions and the prompt “Technology is like … because …” to articulate their conceptualizations of technology. Data were analyzed both qualitatively and quantitatively. Participants produced 58 distinct mental images clustered into five conceptual categories that characterize technology as development, facilitation, vital necessity, power, and threat. Gender and major had no significant effect on their conceptions. Overall, the results suggest that student teachers' conception of technology is restricted and mostly focuses on artifact and technical dimensions. The implications and potential ways for constructing balanced and broader conceptualization of technology were discussed within the context of teacher education curriculum.     

An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach

This study examined the influence of perceived enjoyment on pre-service teachers’ intention to use technology, in addition to re-appraising the role of attitude toward use in the Technology Acceptance Model (TAM; Davis, Bagozzi, &; Warshaw, 1989). One hundred and fifty-three participants in Singapore completed a survey questionnaire measuring their responses to five constructs from a research model that was developed specifically for the study. Structural Equation Modeling (SEM) showed that perceived enjoyment was a significant predictor of perceived usefulness, perceived ease of use, and intention to use technology. The findings of this study support the view of Davis et al. (1989) from over 30 years ago that attitude toward use contributes only modestly to the TAM.     

Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme

This paper describes the results and implications of a study into the effectiveness of a blended e-learning cooperative approach (BeLCA) on Pre-Service Teacher’s (PST) achievement, attitudes towards e-learning and cooperativeness. Quantitative and qualitative methodologies were used with participants of the study. Twenty-six science PSTs, enrolled in an Egyptian university, represented the study’s experiential and control groups. Pre and post-tools were administered to participants in the two groups in a quasiexperimental design. Instruments to measure dependent variables of the study were developed by the authors in light of relevant previous studies.     

Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms

Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.     

E-books or textbooks: Students prefer textbooks

Previous research has demonstrated that the experience of reading e-books is not equivalent to reading textbooks. This study examines factors influencing preference for e-books as well as reported use of e-book content. Although the present student cohort is the most technologically savvy to ever enter universities, students do not prefer e-books over textbooks regardless of their gender, computer use or comfort with computers. No significant correlations existed between the number of e-books previously used and overall preference of e-books: Participants who had previously used an e-book still preferred print texts for learning. Despite the ability to easily access supplemental content through e-books via hyperlinks and other features, students were more likely to use special features in print books than in e-books.     

Doing what works: A grounded theory case study of technology use by teachers of English at a Korean university

Despite considerable effort and expenditure by the Korean government and universities to promote technology use in tertiary education, few teachers of English in Korea regularly and consistently employ technology in their teaching. Moreover, research into the hindrances and enablers of technology use in English education in Korea has been limited for primary and secondary schools and conspicuously absent on the tertiary level. This case study examines what teachers in a general English department at a private university in Seoul undergo as they consider the use of technology both in and out of classrooms. It attempts to provide a holistic look into teacher decision-making in this context. It employs a grounded theory of investigation underpinned by a close reading of the diffusion of innovations theory by Rogers (2003). Data for the study involves three main techniques: semi-structured interviews, a survey questionnaire, and classroom observations. Analysis follows an iterative, grounded method and includes use of both qualitative and quantitative software programs (Atlas.ti 5.0 and SPSS 16.0 respectively). Results from the study form a substantive theory entitled “what works” which helps explain the myriad of decisions that teachers make while trying to manage personal (internal) and administrative (external) goals and aims. Further, all decisions within this system are underpinned by “what works” for teachers in any situation both in terms of reliability and consistency. Implications suggest that the use of technology in the classroom exacerbates preexisting pedagogical and infrastructure issues, leading to inconsistencies in representation and application, as well as an overall limitation of potential use by teachers.     

Relations between faculty use of online academic resources and student class attendance

We investigated connections between faculty use of online resources and student class attendance. Of particular interest was whether online submission of course assignments is detrimental to attendance. Students and faculty at a small, liberal arts college completed surveys about student attendance patterns, student reasons for non-attendance, varieties of online resources used by faculty, and perceptions of the advantages and disadvantages of online resources. Almost one third (31%) of students indicated they were less likely to attend class if allowed to submit assignments online. In contrast, most faculty (94%) did not perceive online assignment submission as a threat to attendance, and no significant difference in reported absence rate was found between faculty who used this option and those who did not. Moreover, a higher number of course materials provided online by faculty was associated with fewer absences. Implications for training of faculty in use of electronic resources and recommendations for additional research on this topic are discussed.     

Modelling technology acceptance in education: A study of pre-service teachers

The purpose of the study is to build a model that predicts the level of technology acceptance by pre-service teachers at a teacher training institute in Singapore. It examines relationships among variables associated with factors that influence technology acceptance. Data was collected from 475 participants using a survey questionnaire. Employing structural equation modelling, a hypothesized model was tested for model fit in the study. The resulting model is found to have a good fit. Perceived usefulness, attitude towards computer use, and computer self-efficacy have direct effect on pre-service teachers’ technology acceptance, whereas perceived ease of use, technological complexity, and facilitating conditions affect technology acceptance indirectly. These six variables account for approximately 27.1% of the variance of behavioural intention. Perceived usefulness appeared to the strongest determinant of behavioural intention.     

From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms

Becoming increasingly ubiquitous for students are the various uses of information and communication technologies (ICTs) within their wireless and networked learning environments. Many students use ICTs during lectures or tutorials for tasks unrelated to class learning activities, thus providing a potential misalignment with the intended learning outcomes. A sample of undergraduate and postgraduate psychology and business students were surveyed to determine their frequency of mobile ICT use in the classroom and the students' motivations and rationale for undertaking those activities unrelated to classroom learning. The survey contained quantitative items (categorical and Likert scale response items) and qualitative items requiring responses to open ended questions. Students indicated that using ICTs in ways misaligned with lesson learning outcomes, was related to the course content delivery mode, the promotion of passive or active learning, being domestic or international students, learner maturity, and the need for supporting course information. Understanding how and why students use mobile ICTs in classes can inform the redesign of classroom activities, to actively involve those technologies to assist in constructive alignment with the learning outcomes and enhance the student learning experience.     

The effect of gender and Internet usage on physical and cyber interpersonal relationships

The effect of Internet usage on interpersonal relationship has attracted researchers for decades. Much research indicated that the Internet usage is harmful to the interpersonal relationship. Yet with the quick evolution of Internet functions, Internet provides more channels in latest years for conducting interpersonal interactions, which makes researchers argue that Internet usage can enhance interpersonal relationships. In sum, the past research findings were inconsistent. To explain the contradiction, this study explored the effect on the interpersonal relationships in terms of peer, parent–child, teacher–student, and net-friend from the gender difference and various Internet usage perspectives. Data were gathered from 444 college students for structural equation modeling analysis. The results of this study revealed that Internet usage on social interaction and information seeking can positively affect all kinds of interpersonal relationships. Online game playing can enhance net-friend relationship, but is harmful to teacher–student relationship. Surprisingly, video watching can positively affect peer and parent–child relationships. Besides, through the intermediation of higher game playing, males have lower extent of teacher–student relationship and higher level of net-friend relationship. Contrarily, through the intermediation of lower video watching, males have lower extent of peer relationship and parent–child relationship. This proposed model may more clarify the association of Internet usage and interpersonal relationship than past research.     

E-learning and accessibility: An exploration of the potential role of generic pedagogical tools

This paper reviews a range of accessibility tools and evaluates how successful they have been in helping teachers in higher education and further education develop accessible e-learning materials and activities for disabled learners. It is argued that these accessibility specific tools have had limited success to date, and that there may therefore be value in exploring the potential role that more general pedagogic tools might play in the development of accessible e-learning and accessibility practices. Two examples of general pedagogic tools, learning theories and learning design tools, are assessed for the extent to which they raise awareness of an association between accessibility and pedagogy; highlight potential barriers to and facilitators of accessible e-learning and offer methods and approaches for developing accessible e-learning. This assessment suggests that the general pedagogical tools will have a limited or abstract influence on the development of accessible e-learning, but that this influence could be potentially increased by “blending” the use of specific accessibility tools with the use of more general pedagogical tools. The success of a blended approach to designing and developing accessible e-learning will depend on a number of factors, including teacher and learner agency. Nevertheless such an approach could be significant in terms of seeking to make accessibility as much a pedagogical issue as it is a technical one.     

Can students really multitask? An experimental study of instant messaging while reading

Students often “multitask” with electronic media while doing schoolwork. We examined the effects of one form of media often used in such multitasking, instant messaging (IM). We predicted that students who engaged in IMing while reading a typical academic psychology passage online would take longer to read the passage and would perform more poorly on a test of comprehension of the passage. Participants were randomly assigned to one of three conditions (IM before reading, IM during reading, or no IM). We found that students took significantly longer to read the passage when they IMed during reading (not including time taken to IM) than in other conditions. However, test performance did not differ by condition. Students who are managing busy lives may think they are accomplishing more by multitasking, but our findings suggest they will actually need more time to achieve the same level of performance on an academic task.     

microLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs

It is a challenge for teacher educators to shift pre-service teachers away from traditional pedagogical beliefs towards constructivist ones. At the National Institute of Education in Singapore, microLESSONS is introduced into the instructional technology course of the teacher education program to provide pre-service teachers with opportunities to adopt constructivist instructional approaches towards the design of multimedia learning packages. Based on a class of pre-service teachers in the Diploma in Education program, this paper examines how participation in the microLESSONS series changes pre-service teachers’ pedagogical beliefs. Although the study shows that the beliefs of pre-service teachers are resistant to change and are unlikely to be affected by a short, one-off constructivist-based practical experience provided by the microLESSONS series, the series may have enhanced their confidence in designing and developing multimedia learning packages based on constructivist principles. The series has also given them a better understanding of the diverse use of technology for enhancing teaching and learning.     

EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study

This study investigated EFL learners’ online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, English Reading Online, was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students’ level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students.     

Barriers to adopting technology for teaching and learning in Oman

This study investigates the perceived barriers to adopting information and communication technologies (ICT) in Omani higher education. One hundred faculty members from four different departments at the College of Applied Sciences in Oman participated in the study. The participants took a survey, which was developed based on the Western literature. Five factors were extracted from the survey: lack of equipment, lack of institutional support, disbelief of ICT benefits, lack of confidence, and lack of time. The findings showed that the faculty members perceived moderate degrees of barriers in applying ICT to their teaching practices. Group differences based on gender, academic rank, and academic field were generally not found except for the interaction effects on the barriers related to lack of equipment, disbelief of ICT benefits, and the overall mean. Male faculty members with less usage of ICT perceived more barriers regarding the lack of computing equipment, disbeliefs of ICT benefits, and the overall barrier than the female counterparts. It is recommended that the survey be further refined to include more subtle and culturally relevant items, larger sample sizes, and more heterogeneous samples to validate and extend the findings. Important implications of this study include a need to provide more institutional support, technical training, and personal time for faculty members to learn and upgrade their knowledge and skills in educational technologies.     

Children's Internet information seeking,life satisfaction,and loneliness: The mediating and moderating role of self-esteem

This study investigated the longitudinal associations between children's Internet information seeking, life satisfaction, and feelings of loneliness as well as the mediating and moderating role of self-esteem in these associations. A total of 455 Chinese elementary school students participated in two waves of a survey with a 6-month interval, and 19 of these students participated in focus group interviews. The results indicated that seeking school- and life-related information on the Internet predicted more life satisfaction and less loneliness through improved self-esteem. Furthermore, self-esteem moderated the effects of Internet information seeking on loneliness. Internet information seeking predicted less loneliness only for children with low self-esteem. A moderating role of self-esteem in the associations between Internet information seeking and life satisfaction was not found in this study.