Factors influencing the adoption of the Internet as a teaching tool at foreign language schools

The present article describes a research that determined the factors influencing language schools in Brazil to adopt the Internet as a teaching tool. The theoretical framework used was Rogers, E. (1995). Diffusion of innovation (4th ed.). New York: The Free Press. theory of perceived attributes. A survey was carried out with 92 language schools located in Curitiba, South of Brazil. Results revealed that the Internet is adopted in 55% of the schools analysed. Both the model of linear multiple regression and the model of logistic regression predicted 77% of the cases of adoption and, therefore, represented satisfactorily the data from the questionnaire used. The variables observability and trialability were found to be the two most significant predictors of adoption. Adoption took place in 65% of the schools where pedagogical coordinators were brought under pressure by teachers to have the Internet adopted as a teaching tool, implying that this variable may influence the adoption rate. The variables size and amount of time the school has been functioning did not emerge as significant predictors.     

Characteristics of information diffusion in blogs, in relation to information source type

A novel method is presented to analyze the dynamics of social media, i.e., information diffusion properties, for information recommendation and ranking. In social media such as blogs, various information diffuses over time. As a result, a network structure is constructed. In an information diffusion network, each influential information source has an affected subnetwork whose nodes are reachable from it. We define three information diffusion properties of the subnetwork using the numbers of three types of directed two-edge connected subgraphs, which are basic structures in a directed acyclic graph such as an information diffusion network. Each basic structure type is related to information scattering, information gathering, or information transmission. We visualized and analyzed the structure of information diffusion networks extracted for various topics. Furthermore, we characterized the information diffusion properties by using the rank correlation coefficient, precision, and mean reciprocal rank and mean average precision of three types of information sources: official sites, news articles, and consumer generated media pages. We found that the three information diffusion properties have different characteristics and give priority to different types of information sources.     

Researching instructional use and the technology acceptation of learning management systems by secondary school teachers

The aim of this large-scale study was to understand the technology acceptation of learning management systems (LMS) by secondary school teachers and to investigate the instructional use of LMS, distinguishing between informational use and communicational use. The predictive model further includes: perceived usefulness, perceived ease of use, subjective norm, personal innovativeness in the domain of information technology, experience and internal ICT support at school level. Data were collected from 505 Flemish secondary school teachers. After performing satisfactory reliability and validity checks, the study was able to support all relationships among the 9 variables. Informational use was found to be a precursor for communicational use, perceived ease of use of the LMS is the strongest predictor in LMS-acceptation. Internal ICT support has a direct effect on the informational use of the LMS and on subjective norm. Implications stress that secondary school managers in education should take into account the importance of a teachers’ efforts and performance perceptions and the direct and indirect impact of internal ICT support on LMS adoption.     

The impact of primary school teachers’ educational beliefs on the classroom use of computers

For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers’ educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers’ use of computers to support the leaching or learning process a modified version of the ‘Class Use of Computers’ scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.     

Factors affecting microcomputer use and programming ability of secondary school children

Abstract  A survey was conducted in Hertfordshire to provide information about microcomputer use both in school and at home. All schools were found to possess microcomputers but only a limited number of pupils reported using the machines. The extent and type of use was found to be affected by gender, access to a home computer, experience, and competence. The survey included a measure of programming competence and factors that influenced this were investigated. Able programmers were frequently found to be male and to have access to home computers.     

Information technology adoption and continuance: A longitudinal study of individuals’ behavioral intentions

Extant research on information technology (IT) adoption and continuance has not adequately modeled the times of adoption by individuals. This study argues that individuals adopt an innovation at different times and are likely to be influenced by different factors over time. The theoretical models are empirically validated using data gathered at three points in time through surveys of 132 users of a new innovation. The results indicate that the innovation attributes and individual characteristics influence individuals’ intentions to adopt the innovation during the early stage, and the innovation attributes and contextual factors impact the individuals’ intentions during the later stage.     

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.     

Sources and nature of secondary school teachers’ education in computer-related ergonomics

Teachers’ knowledge of computer-related ergonomics in education will have an effect on the learning process and the work practices of their students. However little is known about teacher education in this area. The study aimed to investigate the sources and nature of secondary school teachers’ education about computer-related ergonomics. It also investigated the use of computers by secondary school children. The study included all secondary schools in the Republic of Ireland. The findings suggest that computers are widely available and are used frequently by students and teachers. However, there is evidence that teachers are not receiving information on computer-related ergonomics. Teachers were generally dissatisfied with this and would welcome information on the subject. The study discusses the implications of the findings and makes recommendations to meet the needs of the teachers.     

An empirical investigation of anti-spyware software adoption: A multitheoretical perspective

We performed an empirical investigation of factors affecting an individual's decision to adopt anti-spyware software. Our results suggested that an individual's attitude, subjective norm, perceived behavioral control, and denial of responsibility significantly affected anti-spyware adoption intention. Also, relative advantage and compatibility showed a significant effect on attitude, visibility, and image on subjective norm, and trialability, self-efficacy, and computing capacity on perceived behavioral control. Interestingly, moral obligation, ease of use, and perceived cost were not as significant as was originally expected.     

Information technology adoption for sustainable development: green e-books as an example*

ABSTRACT

In recent years, due to increasing awareness of the need for environmental protection, there have been significant efforts to improve consumers’ acceptance of green information technology(IT) products for sustainable development. This study first investigated how knowledge about a green IT product (e-books) influences consumers’ planning processes by using the technology acceptance model and the theory of planned behavior. Data from 320 respondents were analyzed using structural equation modeling to examine the hypothesized relationships in the research model. Results show that perceived usefulness, attitudes, subjective norms, and perceived behavioral control have a significant and positive impact on the intention to purchase e-books. Results also show the moderating effect of consumers’ knowledge about the environmental friendliness of e-books on their intention to buy e-books. Finally, important implications of the findings are discussed, and directions for future research are also provided in this paper.     

Digital media adoption in schools: Bottom-up,top-down,complementary or optional?

Past research has suggested that innovation processes in schools are more successful when they are participatory and voluntary. To examine this notion, we categorized schools into one of four different innovation-process types, based on group interviews with school staff: complementary bottom-up and top-down development (type 1), top-down development that is not supported bottom-up (type 2), bottom-up development that is not supported top-down (type 3) and optional development with neither strong bottom-up nor top-down initiatives (type 4). Based on this typology, analysis of variance was then conducted on survey response data from 357 teachers and 1051 9th grade students from these schools. In contrast with some of our expectations, we found that teachers in schools with a complementary top-down and bottom-up strategy as well as schools with a top-down strategy only showed better ICT-resources and a more intensive use of educational technology than those in bottom-up- or optional-innovation-type schools. Additionally, teachers' ICT-use in type 1 and 2 schools is predicted to a higher degree by the number of computers in the classroom than in schools where ICT-integration is bottom-up or optional. Our findings suggest that bottom-up innovation strategies are likely to fall short without top-down support, especially when funds for technology installations are missing.     

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.     

Finnish high school students’ readiness to adopt online learning: Questioning the assumptions

The Finnish high school system in rural areas is facing challenges because of a decreasing number of the students. This situation places new emphasis on online learning. Online learning offers new possibilities for high schools to provide equal learning opportunities for their students. This paper explores students’ readiness to adapt their studying habits in the networked high schools by outlining their beliefs about online learning. Beliefs are assumed to direct people’s actions, in this case activities concerning studying online. Three hundred second year high school students from Eastern Finland who had not had the experiences of learning online were studied. The findings suggest that students polarize into negative, neutral and positive groups based on their beliefs concerning online learning. Results also indicate that students’ knowledge about the possibilities of online learning is quite superficial. In contrast to theories about collaborative learning practices, students see online learning rather differently. Students with negative and neutral beliefs especially see online learning merely as a static “warehouse” of materials and study-alone learning tasks instead of offering possibilities for collaborative knowledge building.     

Web-based information service adoption: A comparison of the motivational model and the uses and gratifications theory

This study compares two user acceptance theories: the motivational model (MM), and the uses and gratifications (U&G) theory. While MM arises from the field of information systems and the U&G theory was developed in the field of communication, both are focused on explaining user acceptance of information technologies using intrinsic and extrinsic motivations. We discuss the theoretical roots of the two theories, and use partial least squares (PLS) analysis to test each in an empirical setting. A comprehensive comparison of the results is also presented, including a discussion about the relative strengths and weaknesses of each model under both theoretical/research and practical contexts.     

认知负荷理论在中职计算机教学中的应用

认知负荷理论是一种先进的教育理论,主张通过优化大脑资源,来对学生的记忆力进行充分的利用。中职计算机教学是中职教育中一门重要的课程,对于提高中职学生的计算机水平以及就业能力有着重要的作用。中职计算机教学不仅要加强学生对计算机技能的掌握,更要充分应用认知负荷理论,减少学生的认知负荷,提高中职计算机教学的质量和效率。     

The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions.     

‘Because it’s boring, irrelevant and I don’t like computers’: Why high school girls avoid professionally-oriented ICT subjects

The current paper details results from the Girls and ICT survey phase of a three year study investigating factors associated with low participation rates by females in education pathways leading to professional level information and communications technology (ICT) professions. The study is funded through the Australian Research Council’s (ARC) Linkage Grants Scheme. It involves a research partnership between Education Queensland (EQ), industry partner Technology One and academic researchers at (affiliation removed for review purposes). Respondents to the survey were 1453 senior high school girls. Comparisons were drawn between Takers (n = 131) and Non Takers (n = 1322) of advanced level computing subjects. Significant differences between the groups were found on four questions: “The subjects are interesting”; “I am very interested in computers”; “The subject will be helpful to me in my chosen career path after school”; and “It suited my timetable”. The research has demonstrated that senior high school girls tend to perceive advanced computing subjects as boring and they express a strong aversion to computers.     

网络信息技术在高中体育教学中的应用

随着信息时代的到来,网络信息技术的应用范围越来越广,在学校教学不断改革的过程中,教学中对信息技术的使用越来越普遍。本文主要对网络信息技术在高中体育教学中的应用进行了讨论,首先分析了在高中体育教学中运用网络信息技术的作用,然后介绍了网络信息技术在高中体育教学中具体的应用方式。     

Is a schools’ performance related to technical change? – A study on the relationship between innovations and secondary school productivity

This paper examines the relation between innovations and productivity in Dutch secondary schools. Innovation clusters are directly included in the production model. In order to correct for differences between schools, we add school type, region and year controls. The results indicate that process innovations, teacher professionalization innovations and education chain innovations are positively related to productivity, whereas new courses innovations and pedagogic innovations are negatively related to productivity. The results also show that innovations are directly related to productivity, but also through student performance. The positive results of teacher professionalization, education chain and process innovations are similar to what is found elsewhere in the literature.     

Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching

The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design-based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature review (Study 3). Second, a basic flipped lesson prototype was developed based on our empirical findings and relevant theoretical work of student engagement and self-determination theory. Third, we refined and evaluated our practice with two empirical studies (Studies 4 and 5). Finally, we reflected on each stage of our research project to produce a set of design principles for future practice. This study thus contributes to our knowledge of methods to support student engagement in flipped mathematics learning.