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?”     

Anatomy of a mobilized lesson: Learning my way

With the mass adoption of mobile computing devices by the current school generation, significant opportunities have emerged for genuinely supporting differentiated and personalized learning experiences through mobile devices. In our school-based research work in introducing mobilized curricula to a class, we observe one compelling mobilized lesson that exploits the affordances of mobile learning to provide multiple learning pathways for elementary grade (primary) 2 students. Through the lesson, students move beyond classroom activities that merely mimic what the teacher says and does in the classroom, and yet they still learn in personally meaningful ways. In deconstructing the lesson, we provide an in-depth analysis of how the affordances of mobile computing enable personalized learning from four facets: (a) allowing multiple entry points and learning pathways, (b) supporting multi-modality, (c) enabling student improvisation in situ, and (d) supporting the sharing and creation of student artifacts on the move. A key property of mobile technology that enables these affordances lies with the small form factor and the lightweightness of these devices which make them non-obtrusive in the learning spaces of the student. This article makes a contribution on the design aspects of mobilized lessons, namely, what the affordances of mobile technologies can enable.     

Web-based museum trails on PDAs for university-level design students: Design and evaluation

This paper describes the development and evaluation of web-based museum trails for university-level design students to access on handheld devices in the Victoria and Albert Museum (V&A) in London. The trails offered students a range of ways of exploring the museum environment and collections, some encouraging students to interpret objects and museum spaces in lateral and imaginative ways, others more straightforwardly providing context and extra information. In a three-stage qualitative evaluation programme, student feedback showed that overall the trails enhanced students’ knowledge of, interest in, and closeness to the objects. However, the trails were only partially successful from a technological standpoint due to device and network problems. Broader findings suggest that technology has a key role to play in helping to maintain the museum as a learning space which complements that of universities as well as schools.     

Why technology matters to writing: A cyberwriter’s tale

Technology does indeed matter to writing—and in significant ways. But how it matters can vary, depending on the particular technology, the habits and attitudes of the individual writer, and the context of learning and use. Here I employ a personal narrative (“a cyberwriter’s tale”) to track my development as a writer over time—from handwriting to typewriting to cyberwriting—and to show how each new writing technology influenced my practices and products. I argue finally for a cyborgian, posthumanist view of writing technologies. Such a view does not isolate the technological tool as an abstracted machine apart from human use, but insists on defining technology as use—as the human and machine working in concert (joined at the interface) and writing in a particular social, political, and rhetorical context.     

Teacher value beliefs associated with using technology: Addressing professional and student needs

Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers’ uses of technology. To measure value beliefs, teachers’ uses (and reasons for those uses) of technology for teaching and learning were examined. Data were collected from eight award-winning teachers through an interview, observation, and electronic portfolio. Findings indicated that teachers used technology to address professional (e.g., creating customized classroom materials, improving classroom management by engaging students) and student needs (e.g., enhancing student comprehension, equipping students with technology skills), all of which related to the underlying value belief of promoting student learning. Based on these findings, professional development activities should emphasize the potential impact of specific technology uses on student learning.     

Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom

Teachers are important social agents who shape the quantity and quality of students' self-directed use of technology for learning outside the classroom. This study aimed to model the influence of teacher behaviors on learners' self-directed technology use. A conceptual model of three types of teacher support (affection support, capacity support and behavior support) that were reported to influence students' self-directed technology use for learning outside the classroom was generated based on interviews with 15 undergraduate foreign language learners. One hundred and sixty undergraduate foreign language learners were then surveyed to test the conceptual model. The path analysis of the survey data suggested that affection support influenced learner self-directed technology use through strengthened perceived usefulness, and that capacity support and behavior support influenced learner self-directed technology use through enhanced facilitating conditions and computer self-efficacy. The research findings highlight the importance of raising teachers' awareness of the different roles they can play and of enhancing their abilities to perform a combination of the roles to promote learner self-directed use of technology for learning outside the classroom.     

Opening organizational learning in crisis management: On the affordances of social media

Research on the role of social media in crisis management has led to a deeper understanding of their affordances. This research, however, is fragmented, with a primary focus on crisis response. We lack a clear conceptualization of the affordances that social media offer by learning from them to prepare strategically for crises. Based on a systematic review of 128 papers, we inductively build a framework of social media affordances for organizational learning in crisis management. We discuss their role and interplay in strategic crisis management, focusing on organizational crisis learning, and outline avenues for future research based on this foundation.     

Teacher adoption of technology

Technology adoption is usually modeled as a process with dynamic transitions between costs and benefits. Nevertheless, school teachers do not generally make effective use of technology in their teaching. This article describes a study designed to exhibit the interplay between two variables: the type of technology, in terms of its complexity of use, and the type of teacher, in terms of attitude towards innovation. The results from this study include: (a) elaboration of a characteristic teacher technology adoption process, based on an existing learning curve for new technology proposed for software development; and (b) presentation of exit points during the technology adoption process. This paper concludes that teachers who are early technology adopters and commit a significant portion of their time to incorporating educational technology into their teaching are more likely to adopt new technology, regardless of its complexity. However, teachers who are not early technology adopters and commit a small portion of their time to integrating educational technology are less likely to adopt new technology and are prone to abandoning the adoption at identified points in the process.     

Typology of college student perception on institutional e-learning issues – An extension study of a teacher’s typology in Taiwan

Recently, e-learning in Taiwan’s higher education faces new challenges as the Ministry of Education begins to loosen its control over degree-awarding programs. Studies on stakeholder perceptions toward important e-learning issues become critical at this juncture for policy makers to make viable investment decisions toward e-learning programs. Although a typology of teacher perception with corresponding strategies in e-learning has been studied, the student perspective is missing in the teacher–student dynamics. To comprehend the teacher’s and student’s perceptions on institutional concerns toward e-learning issues, this study thus develops a student typology based on the methodology and questionnaire items used in a previous study on teachers. Two totally distinct groups of students, namely the skeptics and the optimists, are identified in the cluster analysis using four higher-level issue constructs emerging from a factor analysis of 30 variables. The findings on student typology and comparisons with teacher typology are then summarized along with strategies in the discussion and implications. This study should provide school policy makers a comprehensive insight on stakeholder perceptions for better e-learning decisions.     

Robot navigation in the real world:: Experiments with Manchester’s FortyTwo in unmodified, large environments

Mobile robot navigation under controlled laboratory conditions is, by now, state of the art and reliably achievable. To transfer navigation mechanisms used in such small-scale environments to applications in untreated, large environments, however, is not trivial, and typically requires modifications to the original navigation mechanism: scaling up is hard.In this paper, we discuss the difficulties of mobile robot navigation in general, the various options to achieve navigation in large environments, and experiments with Manchester’s FortyTwo, which investigate how scaling up of navigational competencies can be achieved. We were particularly interested in autonomous mobile robot navigation in unmodified, large and varied environments, without the aid of pre-installed maps or supplied CAD models of the environment. This paper presents a general approach to achieve this.FortyTwo regularly travels the corridors of the Department of Computer Science at Manchester University, using topological maps, landmarks, low level “enabling behaviours” and active exploitation of features of the environment. Experimental results obtained in these environments are given in this paper.     

Computerization of school administration: impact on the principal’s role—a case study

Changes in the principal’s role, resulting from the computerization of a high-school’s instruction-administration subsystem (i.e. a significant technological change), occurred in six major categories: accountability, instruction evaluation, supervision, feedback, frequency of meetings, and shared decision-making. The principal’s interrelations with department heads, homeroom teachers and teachers, tightened significantly. The principal’s interrelations with the school computer administrator (a new role created as a result of the introduction of a school management information system), were found to be tight and on a daily basis. The results of this research might have significant theoretical and practical implications. They should be related to SMIS impact on schooling in general and on the principal’s role in particular.     

Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom

Mobile technology has become popular worldwide with a broad range of users, including students from all levels of education. Although the impact of mobile technology in classrooms has been extensively studied, less is known about teachers' perceptions of how mobile technology impacts in learning and its relation to Applications (Apps) use in the classroom. This state of affairs is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 teachers of 12 different primary schools in Spain. The questionnaire collected data about teachers' individual information, teachers' perceptions on the impact of mobile technology in learning, and use of a set of selected Apps in the classroom. Findings suggest that facilitating access to information and increasing engagement to learning are the two main impacts of mobile technology in the classroom. Findings also show that the choice of Apps is related to the teachers' perception of how mobile technology impacts in learning. Findings could help teachers to take advantage of the combination of affordances of mobile technology and Apps that actually improve some aspects of learning practice.     

微课程在信息技术教学中的探讨

随着现代信息技术和传播媒体技术的迅猛发展,作为新型教学模式的微课程在信息技术教学中的重要性显得日益突出。本文从详细介绍微课程的概念、特点、地位和与传统教学的区别入手,指出了微课程在信息技术教学中的重要意义,进而对信息技术教学微课程的机构和基本模式进行了探讨和研究。     

Fuzzy rule-based analysis of firm’s technology transfer in Taiwan’s machinery industry

In the face of speedy revolution of high technology, the advanced technology becomes one of the key drivers to enhance productivity in a firm or even in a country. In order to compete in the global environment, the ability and effectiveness of acquiring new technology are essential for firms, especially for the traditional machinery industry. In Taiwan, the societal structure is built on the foundation of Small-Medium Enterprises (SMEs). Thus most new technologies need and depend on the technology transfer (TT) from international firms and research institutes. Due to the complicity of influential factors of TT, such as industrial feature (IF), organizational feature (OF), personnel feature (PF) and technological feature (TF), difficulties are encountered in evaluating the effectiveness of TT. This study develops a rule-based decision support mechanism using fuzzy set theory and the method of Analytic Hierarchy Process (AHP) to evaluate the effectiveness of TT. Also, a statistic analysis (Statistics Package for Social Science, SPSS) is adopted to confirm the results of fuzzy AHP analysis. This study finds that prior successful TT experience, workers’ positive attitude, proper authorization, and more codification exist in a novel technology are highly influential. Those factors are important in concern when a firm launching TT. Furthermore, firms’ age and personnel educational background are regardless.     

The effects of integrating technology,observation and writing into a teacher education method course

The purpose of this study was to integrate asynchronous learning technology with teaching strategies on observation and writing into a teacher education method course. The research questions were to explore the effects of the innovative teaching method and to compare it with the traditional teaching method. There were 134 preservice teachers involved in this study. This study used a mixed method design, incorporating both quantitative and qualitative techniques. The main data included questionnaires, observation reports, and on-line information. According to the findings, there were significant differences in the “teaching and learning interaction” and “application of technology and theories” (F = 9.728, P < 0.01, and F = 16.88, P < 0.001, respectively.), but there were no significant differences in the other aspects. The results also showed the experimental teaching method combined the effect of both traditional classroom and online teaching, and reinforced the integration of teaching theories and practices. The preservice teachers reflected that they had learned how to integrate technologies with teaching through the learning environment of the asynchronous learning network and teaching observation. The interactive teaching and learning of this study could supplement the any existing deficiencies in traditional teaching. Therefore, the experimental teaching method is not only a way to construct knowledge, theories and experiences of teaching, but also a good strategy to promote the utilization of instructional technology within teaching for preservice teachers. The limitations in the asynchronous learning technology and the difficulties associated with the preservice teachers’ learning processes were also discussed.     

Beyond ‘mobility’: A new understanding of moving with technology

We report a surprising experience with mobile technology: the lead author found herself seeing and acting differently while running over part of her usual running track with the exercise‐tracking application ‘Strava’ on her phone, even without focal attention to the app. We apply the method of problematization to a detailed empirical account of this experience, in conjunction with a literature analysis of taken‐for‐granted assumptions underpinning research on ‘mobile technology use’. This reveals that, while the relationship of attention, perception, movement and technology was a key element of the surprise, these themes are not well accounted for in current IS literature. In response, we employ William Gibson's ecological theory of visual perception to reinterpret the empirical account and thereby build a new understanding of the human plus mobile technology that we term moving‐with‐technology. We introduce to IS: moving‐with‐technology as a new analytical perspective; the new phenomena of digital sub‐species, digital‐niches and asynchronous co‐location; and stimulus for new ecologically oriented ‘mobile methods’. Moving‐with‐technology also has practical implications for urban planners who are using data from digital trace‐making tools such as Strava in their decision‐making, thereby generating what we call ecological feedback loops.     

Factors influencing higher education students to adopt podcast: An empirical study

Podcast, which is one of the technologies that was developed for personal entertainment or for information usage, has become one of the fastest growing technologies in distance learning over the past several years. Using the Technology Acceptance Model and Diffusion of Innovation Theory as base models, this study investigates the technological, individual, and social aspects that influence the adoption of podcast use in education. Previous research on podcast use in education attempted to study its adoption and diffusion; however, these studies have been rather isolated small case studies than a holistic, integrative research. This study overcomes this limitation by examining the student podcast adoption with survey data collected from 352 students in a higher education institution using a comprehensive model. The hypotheses were confirmed using structural equation modeling analytical procedures and the findings supported the proposed model. Based on the findings, implications for theory and practices are discussed.     

Web-enabled wireless technology: an exploratory study of adoption and continued use intentions

This study builds upon previous research by comparing and contrasting the decision to adopt wireless technologies with the decision to continue to use wireless technologies. In the context of web-enabled cell phones, we propose, test and compare the predictive ability of two value-based models using a multi-group analysis. The findings suggest that regardless of whether an individual was choosing to adopt or continue to use a web-enabled cell phone, perceived usefulness, enjoyment and perceived fee influenced perceived value. In turn, perceived value influenced the adoption or continued use decision. Technicality had a significant negative effect on perceived value in the context of continued use, but not for adoption. Our results also suggested a shift in the importance of benefits in the formation of perceived value; perceived usefulness played a greater role for adopters, while enjoyment played a better role for continued users. Lastly, our results indicated that uncertainty avoidance did not mediate the relationship between perceived value and intention in either the continued use or adoption contexts, while habit was significant in its mediation of the relationship between perceived value and continued use intention. Collectively, habit and perceived value explained 71% of the variation in continued use intention.     

Beyond basic study skills: The use of technology for success in college

Technology has become a fundamental component of both education and work. Yet regardless of perceived benefits, in many cases students do not use technology effectively. One challenge educators confront is how to motivate students to effectively use the technological mediums provided in their classes. The goal of the current study is twofold: to use the Technology Acceptance Model (TAM) to examine two motivators of behavior, ease of use and perceived need, and to assess how they affect students’ likelihood of effectively using technology. Second, we evaluate how the match between expectations of the use of technology and the actual student use affect actual classroom performance. To test our hypotheses, college students (N = 384) in introductory psychology classes completed a survey. We also obtained the instructor’s perceptions of the need for technology in their class and students’ final class grades. Results showed that ease of use and perceived need of technology were related to the frequency of computer use and intentions to use technology. Additionally, findings suggested that technology use, specifically technology deemed important by the instructor, was related to academic success (i.e., final grade in class).