Interrelationship between Stages of Concern and Technological,Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service teachers

Whereas teachers’ Stages of Concern (SoC) and their Technological, Pedagogical, and Content Knowledge (TPACK) appear to be related constructs, studies are scant regarding the connection between these two research areas. This study intensively examined the association between Taiwanese senior high school teachers’ SoC and TPACK through a national survey (N = 605) and canonical correlational analysis. To ensure rigor of study, we revised a TPACK instrument for Taiwanese senior high school teachers, statistically tested SoC’s developmental phases, and reworked the Stages of Concern Questionnaire. Three canonical correlations became evident, portraying a significant connection between SoC and TPACK and further supporting our hypothesis that a higher level of technology integration would correlate higher with more synthesized types of teacher knowledge. Recommendations were put forward regarding support strategies of change facilitators, as well as directions for future research.     

The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives

Limited research has been conducted on the integration of Tablet-PCs in classroom instruction. This paper reports a qualitative study which investigates the acceptance of Tablet-PCs, seen as technological innovation, amongst teachers. The research approach intends to complement research on the acceptance of technology through a more detailed qualitative examination. Semi-structured interviews were conducted with 18 teachers during a pilot project introducing Tablet-PCs to classroom instruction at three different schools. The findings indicate diversity in the attitude of teachers towards the technology, but also with regards to the performance expectancy and the facilitating conditions.     

借助现代信息技术,助推高职高效英语简

现如今，科技发展迅猛，我们生活中的每个方面都会涉及到现代化的信息技术，就教学领域来说，当然也深受其影响，现代化的信息技术可以帮助高职英语方面的教学，改革教学方式，不断进取，从而有更好的发展。在本文中，作者通过摸索，分析了怎么样在高职英语的教学过程中更好的借助现代化的信息手段来给学生们上课，从而使得学生们的学习兴趣被激发，营造课堂气氛，取得理想的教学效果。     

现代信息技术在高职英语口语教学中的应用

随着现代社会的飞速发展,信息技术与高职英语口语教学应该顺应时代进行整合.本文将对现阶段高职英语口语教学的现状、信息技术教学系统的先进性、以及将其进行整合产生的问题的解决进行论述.     

Effects of an intelligent web‐based English instruction system on students' academic performance

This research conducted quasi‐experiments in four middle schools to evaluate the long‐term effects of an intelligent web‐based English instruction system, Computer Simulation in Educational Communication (CSIEC), on students' academic attainment. The analysis of regular examination scores and vocabulary test validates the positive impact of CSIEC, and in most cases, the positive impact is statistically significant. The reliability is ensured by the spectrum of the students from Grade 1 to Grade 3 in three junior high schools and from Grade 1 to Grade 2 in one senior high school, and of the teachers with or without blended learning experience, as well as by the various school locations from rural to urban areas in four provinces of China. The learning content‐oriented design and the instant feedback feature of the web‐based system, as well as its regular integration into the English class, contributed to its reliable positive effect on students' learning performance in ordinary examinations. This is the research's implication for instructional design. The conclusion of this paper could serve as a reference to the technical feasibility and pedagogical benefit of regular usage of appropriate Computer Assisted Learning system in the mainstream subject of middle schools. The multiple quasi‐experiments in divergent school settings to ensure the results' reliability distinguish this research from previous ones that just implemented one single experiment in one school.     

The impact of Technology-Enabled Active Learning (TEAL) implementation on student learning and teachers’ teaching in a high school context

Technology-Enabled Active Learning (TEAL) is a pedagogical innovation established in a technology-enhanced multimedia studio, emphasizing constructivist-oriented teaching and learning. In Taiwan, an increasing number of schools are adopting the TEAL notion to deliver courses. This study examines the impact of TEAL on both student performance and teachers’ teaching of physics in the context of one of the high schools. A quasi-experimental research approach was used to conduct the study. Data sources include pre-/post-tests, interviews, class observations, and the researcher’s journals. The findings reveal that the benefits that the participants gained from exposure to the innovative instruction appear in various aspects in addition to the students’ test results. Having higher interest in attending physics classes and being more active in participating in extracurricular science activities on the part of the students, and being more enthusiastic about and confident in helping students strengthen their physics concepts on the part of the teacher, are among the non-test score gains. The students’ achievements and positive responses to the teacher’s instruction seem to have motivated his dedication and confidence. It is also found that teachers’ teaching beliefs and desire to change greatly affected their classroom practices and technology integration. To more effectively implement instructional innovations in a school, suggestions are provided.     

High texting rates mediate oral sex and intercourse experience in a longitudinal study of high school students

PurposeFew studies link technology use to normative sexual outcomes despite concerns that high use may be accelerating sexual development. This study used longitudinal online survey data to predict sexual development (having had a boyfriend or girlfriend, first oral sex, first intercourse) and tests for mediation by four types of technology use common among adolescents: texting (from a mobile phone), general Internet/computer use, video gaming, and watching television.MethodsParticipants were 366 adolescents (37% male; 13–17 years) from eight Eastern Canadian high schools. All participants completed a range of measures assessing demographic information, sexual and relationship histories, and recent use of technologies. Participants (72%) completed the survey at a follow-up assessment two years later.ResultsAfter adjusting for age, higher levels of texting mediated the relationships in reports of both oral sex and sexual intercourse over time. The association between texting and sexual intercourse was moderated by parental closeness. No other technology was linked to sexual outcomes.ConclusionsTexting appears to have unique features not shared by the other technologies, possibly related to its highly interactive nature. Insights regarding these outcomes are of value given the rapid uptake of new technologies by youth. Findings are discussed in terms of the role of technology in helping to meet intimacy and relational needs common to adolescents.     

浅谈英语教学与信息技术有效整合

随着信息化社会的到来,信息技术与各学科教学的整合已经成为21世纪基础教育改革的新视点。英语学科也毫不例外,只有对本学科不断地注入活水,它才有发展前途,才有存在的必要。未来社会是以信息科学为先导的信息社会。     

Predicting secondary school teachers’ acceptance and use of a digital learning environment: A cross-sectional study

In this study, secondary school teachers’ acceptance of a digital learning environment (DLE) was investigated. Questionnaires were taken on three times (T1/T2/T3) during the same school year, with the Unified Theory of Acceptance and Use of Technology (UTAUT) as theoretical framework. Next to questionnaires, user-logs were collected during the entire school year. A total of 72 teachers completed a questionnaire on at least one occasion: 64 teachers responded at T1, 41 at T2, and 55 at T3. We first investigated which factors influence teachers’ acceptance of a DLE. The main predictors of DLE acceptance were performance expectancy and social influence by superiors to use the DLE. Effort expectancy and facilitating conditions were of minor importance. We then investigated how well the amount of final observed use could be predicted, and found that at T1 about one third, at T2 about one fourth and at T3 about half of the variance in observed use was predicted by attitude, behavioral intention and self-reported frequency of use. Our study showed that to maximize use of a DLE, its usefulness should be demonstrated, while school boards or principals should strongly encourage teachers to (start to) use the DLE.     

中高职信息技术专业教学模式初探

提出了在高等教育改革日新月异的发展的同时，低端信息技术人才就业面临的挑战，以及面对这种挑战．如何进行更合理的课程设置及相应教学改革，让毕业生顺应时代潮流，在就业竞争的大潮中立于不败之地。     

中高职信息技术专业教学模式初探

提出了在高等教育改革日新月异的发展的同时,低端信息技术人才就业面临的挑战,以及面对这种挑战,如何进行更合理的课程设置及相应教学改革,让毕业生顺应时代潮流,在就业竞争的大潮中立于不败之地。     

Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations

The ‘will, skill, tool’ model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use. The present study replicates past findings using a different set of measures and hones in on possible subfactors. Furthermore, the study examines teacher affiliation for constructivist-style teaching, which is often considered to facilitate the pedagogical use of digital media. The study’s survey of 357 Swiss secondary school teachers reveals significant positive correlations between will, skill, and tool variables and the combined frequency and diversity of technology use in teaching. A multiple linear regression model was used to identify relevant subfactors. Five factors account for a total of 60% of the explained variance in the intensity of classroom ICT use. Computer and Internet applications are more often used by teachers in the classroom when: (1) teachers consider themselves to be more competent in using ICT for teaching; (2) more computers are readily available; (3) the teacher is a form teacher and responsible for the class; (4) the teacher is more convinced that computers improve student learning; and (5) the teacher more often employs constructivist forms of teaching and learning. The impact of constructivist teaching was small, however.     

The use of information technology among young adults--experience, attitudes and health beliefs

The aim of this study was to explore attitudes, coherence and health beliefs among young adults, related to their use and experience of information technology (IT). A qualitative approach was used and the data were collected through individual thematised interviews with 25 young IT users, aged 18–24. The interviews were analysed in line with the grounded theory method with a constructivist approach. The main findings were the young adults’ experience of the two sides of being social, efficient and independent here and now. They described almost unlimited opportunities in connection with IT, but they also had misgivings, and perceived risks regarding IT use. Feelings of freedom and being efficient were countered by feelings of restrictions on living space and of intangibility. Knowledge concerning these attitudes, coherence and health beliefs can be considered when designing epidemiological and ergonomic studies aimed at risk identification.     

Culture, gender and information technology use: A comparison of Chinese and US children

This research addressed four basic questions about culture, gender and information technology (IT) use. First, are there differences between Chinese and US children in their computer and Internet use? Second, are there differences between Chinese and US children in their use of other technologies, namely, videogames and cell phones? Third, does gender moderate the influence of culture on the use of computers, the Internet and other technologies? Fourth, are there differences among subcultural groups within cultures in their IT use? Using samples of 600 Chinese and 600 US children whose average age was 12 years old, findings indicated cultural and gender differences in technology use as well as interactions between the two. US children used computers and the Internet more than did Chinese children, with Chinese females being the least intense users. Males played videogames more than did females, with US males playing more than did Chinese males. US females lead all other groups in cell phone use, whereas Chinese females were least likely to use them. Racial and ethnic group differences indicate that diversity within cultural groups among subcultures must be considered in understanding children’s IT use. Implications of cultural, gender and subcultural group differences in technology use for equity in access to technology and educational interventions for children in the use of technology are discussed.     

Learning with new information technologies in schools: perspectives from the psychology of learning and instruction

Abstract  The starting point of the present paper is that the New Information Technologies can only contribute substantially to the improvement of schooling, if they are appropriately embedded in powerful learning environments. The realization of this embedding requires that inquiry and development relating to educational computing are more explicitly based on recent research on learning and instruction, because this domain of investigation has produced an empirically underpinned knowledge base that can guide and orient the design of rich and powerful computer-supported learning environments. In that perspective a series of important and relevant findings of research on learning and instruction are reviewed; they relate to the three major components of a theory of learning from instruction, namely a theory of expertise describing skilled performance in a domain, a theory of the acquisition processes required to achieve competence, and a theory of intervention strategies that are appropriate for eliciting those acquisition processes.     

Parenting style and parental monitoring with information communication technology: A study on Japanese junior high school students and their parents

Data were collected from 286 pairs of Japanese junior high school students and their parents to explore the association between parenting style and the intention to use monitoring systems incorporating advanced information technology such as GPS devices and IC cards. Results indicated that a majority of the participants had not experienced advanced monitoring systems, but more than half of the parents had some degree of intention to use them. The relationship between the intention to use monitoring systems and two types of parenting styles (i.e., responsiveness and control) reported by both parents and children was investigated. Categorical regression analyses revealed that parenting style was a predictor of the intention to use monitoring systems, with parent-reported control being the most significant predictor of parents’ intention to use. Child-reported responsiveness also had a significant positive effect on child’s intention to use, whereas child-reported control did not have such an effect. It became clear that parenting style was differently affected the intention to use advanced monitoring systems between parents and children; the significant predictor of parents’ intention to use is their tendency of control and that of children’s to use is their perceived responsiveness.     

浅析高中政治与信息技术的整合发展的重要性

在当今这个信息化大时代里,信息技术几乎涵盖了从生产到生活的方方面面。政治教育作为指引新一代学生道路的重要因素,跟随时代的步伐改革发展势在必行。只有与时俱进,利用信息技术优化当前政治教学环境,才能更好的培养学生的协作意识和创新精神。本文拟通过论述高中政治与信息技术整合的必要性及整合政治课教学的初步体会,分析适合高中思想政治课的新的教学模式。     

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.     

Do web sites change customers’ beliefs? A study of prior–posterior beliefs in e-commerce

Web sites are the main interface between online merchants and their customers. Despite the consequent importance of web-site design, there is little theoretical foundation that can be used to assess how web-design factors lead e-customers to revise their earlier beliefs. Our study examined web customers’ salient beliefs and the role of web-design elements in altering customers’ existing beliefs after their exposure to an e-commerce web site. Using salient beliefs and categories of web-design elements identified previously, we developed a conceptual model of belief revisions due to exposure to web-design elements and internal cues. The empirical analysis of the model indicated that web customers were influenced by the external cues from the design factors as well as the internal ones from their prior beliefs. Our findings have implications in designing web sites for e-commerce.     

A chronological review of empirical research on personal information privacy concerns: An analysis of contexts and research constructs

As concerns about personal information privacy (PIP) continue to grow, an increasing number of studies have empirically investigated the phenomenon. However, researchers are not well informed about the shift of PIP research trends with time. In particular, there is a lack of understanding of what constructs have been studied in what contexts. As a result, researchers may design their study without sufficient guidance. This problem can lead to unproductive efforts in advancing PIP research. Therefore, it is important and timely to review prior PIP research to enhance our understanding of how it has evolved. We are particularly interested in understanding the chronological changes in contexts and research constructs studied. We use a chronological stage model of PIP research we develop, a set of contextual variables identified from prior literature, and the four-party PIP model suggested by Conger et al. (2013) as theoretical foundations to conduct a chronological literature review of empirical PIP concern studies. We find several PIP research trends during the last two decades, such as the quantity of PIP research has drastically increased; the variety of contexts and research constructs being studied has increased substantially; and many constructs have been studied only once while only a few have been repeatedly studied. We also find that the focus of PIP research has shifted from general/unspecified contexts to specific ones. We discuss the contributions of the study and recommendations for future research directions. We propose a fifth party as an emergent player in the ecosystem of PIP and call for future research that investigates it.