scholarly journals Towards a differentiated and domain-specific view of educational technology: An exploratory study of history teachers’ technology use

2016 ◽  
Vol 48 (6) ◽  
pp. 1402-1413 ◽  
Author(s):  
Michiel Voet ◽  
Bram De Wever
Keyword(s):  
Educational Technology ◽  
Technology Use ◽  
Exploratory Study ◽  
History Teachers ◽  
Domain Specific

scholarly journals Teachers beliefs and technology use in kindergarten and elementary classrooms

2015 ◽  
Vol 7 (3) ◽  
pp. 149 ◽  
Author(s):  
Majedah Fawzi Abu Al Rub
Keyword(s):  
Educational Technology ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Student Learning ◽  
Technology Use ◽  
Elementary Classrooms ◽  
Distinct Difference ◽  
Advance Student ◽  
Technology Tools ◽  
Teachers Beliefs

With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants. Keywords: teachers’ beliefs, technology use, kindergarten and elementary students

Proposing an expanded theoretical framework of innovation adoption linking to consumer innovativeness and creativity and their driving factors

2012 ◽  
pp. 281-297
Author(s):  
Eric Shiu ◽  
Colin Cheng
Keyword(s):  
Exploratory Study ◽  
Environmental Variables ◽  
Innovation Adoption ◽  
Theoretical Framework ◽  
Modern Technology ◽  
Driving Factors ◽  
Consumer Innovativeness ◽  
Domain Specific

This exploratory study attempts to explore the relationships between innovation adoption and its potentially direct and indirect determinants including global innovativeness, domain specific innovativeness, creativity, and the two sets of potential determinants of creativity, i.e. modern technology hobbies and environmental variables. A series of tests have been conducted in order to lend support to our results and arguments. By integrating all the key results, we propose an expanded theoretical framework of innovation adoption including variables that hitherto have been omitted in previous studies.

An Exploration of Bank Confirmation Process Automation: A Longitudinal Study

2020 ◽  
Author(s):  
Paul Caster ◽  
Randal J. Elder ◽  
Diane J. Janvrin
Keyword(s):  
Technology Use ◽  
Exploratory Study ◽  
Error Rates ◽  
Third Party ◽  
Future Research ◽  
Process Automation ◽  
Data Set ◽  
Big 4 ◽  
Bank Employees ◽  
The U.S

This exploratory study examines automation of the bank confirmation process using longitudinal data set from the largest third-party U.S. confirmation service provider supplemented with informal interviews with practitioners. We find a significant increase in electronic confirmation use in the U.S. and internationally. Errors requiring reconfirmation were less than two percent of all electronic confirmations. Errors made by auditors were almost five times more likely than errors by bank employees. Most auditor errors involved use of an invalid account number, although invalid client contact, invalid request, and invalid company name errors increased recently. Big 4 auditors made significantly more confirmation errors than did auditors at non-Big 4 national firms. Error rates and error types do not vary between confirmations initiated in the U.S. and those initiated internationally. Three themes emerged for future research: authentication of evidence, global differences in technology use, and technology adoption across firms of different sizes.

An Exploratory Study of the Experiences of Older Non-Traditional Students in an Online Learning Environment

2014 ◽  
pp. 1176-1189
Author(s):  
Wenzhen Li ◽  
Leping Liu
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Learning Environment ◽  
Exploratory Study ◽  
Traditional Students ◽  
Technical Support ◽  
Technology Learning ◽  
Initial Learning ◽  
Non Traditional Students ◽  
Return To College

This study explored the experiences of non-traditional students in an online educational technology course using a qualitative method. Three participants were interviewed about their experiences with online computer technology learning. The results suggested that non-traditional students were motivated to return to college but some experienced the feeling of anxiety due to an unknown method of learning. Initial learning of technology could be intimidating and frustrating for non-traditional students. The findings indicated the importance of technical support in enhancing their online learning experiences.

scholarly journals Educational Technology Use Among US Colleges and Schools of Pharmacy

2011 ◽  
Vol 75 (5) ◽  
pp. 87 ◽  
Author(s):  
Michael S. Monaghan ◽  
Jeff J. Cain ◽  
Patrick M. Malone ◽  
Tracy A. Chapman ◽  
Ryan W. Walters ◽  
...  
Keyword(s):  
Educational Technology ◽  
Technology Use

Interpreter traits and the relationship with technology and visibility

2018 ◽  
Vol 13 (3) ◽  
pp. 366-392 ◽  
Author(s):  
Christopher D. Mellinger ◽  
Thomas A. Hanson
Keyword(s):  
Technology Use ◽  
New Technologies ◽  
Communication Apprehension ◽  
Attitudes Toward Technology ◽  
Self Perception ◽  
Domain Specific ◽  
Technology Changes ◽  
The Relationship

Abstract Research on technology and interpreting regularly investigates technology-mediated interpreting settings and contrasts various interpreting configurations to better understand how technology changes the interpreting task. This scholarship generally does not account for various personality or character attributes exhibited by interpreters, nor does it examine the actual adoption and usage of these tools. This article presents findings from a survey-based study that examines several interpreter-specific constructs, namely their self-perception of the interpreter’s role and communication apprehension, in conjunction with attitudes toward technology use and adoption. Findings suggest that community interpreters differ from their conference interpreting counterparts and that domain-specific differences emerge between medical and court interpreters with respect to their perceived role and their propensity to adopt new technologies.

Profile of Educational Technology Use by Medical Students and Evaluation of a New Mobile Application Designed for the Study of Human Physiology

2019 ◽  
Vol 43 (10) ◽  
Author(s):  
Erica Y. Oliveira ◽  
Nathalia I. Crosewski ◽  
André L. M. Silva ◽  
Cibele T. D. Ribeiro ◽  
Camila M. de Oliveira ◽  
...  
Keyword(s):  
Human Physiology ◽  
Educational Technology ◽  
Medical Students ◽  
Technology Use ◽  
Mobile Application

Improving Teachers' Understanding of Theoretical Foundations of Technology Use

2019 ◽  
Vol 15 (4) ◽  
pp. 113-127
Author(s):  
Dazhi Yang ◽  
Shannon Skelcher
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Use ◽  
Learning Theories ◽  
Formal Learning ◽  
Theoretical Understanding ◽  
Practicing Teachers ◽  
Use Of Technology ◽  
Theoretical Foundations ◽  
Pedagogical Approaches

Situated in a theoretical foundations of educational technology course, this study explored how practicing teachers who had not previously taken any formal learning theories courses connected theories with the use of technology. It examined the mindset of teachers after their learning and exposure to learning theories and relevant school of thoughts for a sustained period of time. Results show that teachers showed an appreciation for theories and an awareness for the need of theories in guiding technology use. Teachers also connected theories with technology use. The learning of theories equipped teachers with theoretical guidance and justifications for the use of technology. The participating teachers were also able to evaluate pedagogical approaches toward the use of technology based on their learning. The study addressed the importance of theoretical understanding towards the use of technology and has implications for policies and practice regarding teacher education and professional development regarding the use of educational technology.

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