scholarly journals What Can We Learn about Science Teachers’ Technology Use during the COVID-19 Pandemic?

2021 ◽  
Vol 11 (6) ◽  
pp. 255
Author(s):  
Liina Adov ◽  
Mario Mäeots
Keyword(s):  
Science Teachers ◽  
Technology Use ◽  
Teaching Context ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers Experiences ◽  
Digital Skills ◽  
Beliefs About Technology ◽  
Willingness To Use ◽  
Different Levels

The purpose of this qualitative research was to describe teachers’ experiences in a technology-mediated teaching context during the COVID-19 pandemic. We mainly focused on teachers’ experiences with technology use (change and variety of the use) and their willingness to use technology in teaching. We designed an interview-based study. The participants were Estonian science teachers who voluntarily agreed to share their experiences about teaching in new and—for most of them—unexpected, distanced learning conditions. Based on teachers’ reflections on technology use we could distinguish between three groups in which teachers described different levels of willingness to use technology, change in technology use from pre-COVID to distanced learning, and variety in the use of technology. Our results revealed that the higher teachers’ perceived willingness to use technology, the easier it was for them to overcome potential obstacles and cope with the unexpected distanced learning. The main obstacles there were grouped as external (e.g., issues with internet connection, lack of students’ digital skills) and internal (e.g., teachers’ beliefs about technology use for teaching). I was observed that some obstacles were shared by all teachers (such as limitations on students’ digital skills) whereas others where more prevalent in separate groups. This highlights the importance of understanding and considering the variability in the possible obstacles that emerge in using technology in education for teachers with different levels of experience.

scholarly journals Technology Use in Ophthalmology Resident Education: Results to Aid Program Directors in Curriculum Development

2019 ◽  
Vol 11 (02) ◽  
pp. e1-e6
Author(s):  
Jennifer L. Lindsey ◽  
Laura L. Wayman ◽  
Etoi A. Garrison ◽  
Mario Davidson ◽  
Charlene M. Dewey
Keyword(s):  
Curriculum Development ◽  
Needs Assessment ◽  
Residency Program ◽  
Technology Use ◽  
Best Practice ◽  
Online Survey ◽  
Program Improvement ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Online Quizzes

Background The Accreditation Council for Graduate Medical Education in ophthalmology lists the use of information technology to optimize learning as a common program requirement. The use of technology in published studies often takes the form of e-learning. No study to date outlines what methods are preferred by residents and faculty in United States Ophthalmology programs. Objective We conducted a needs assessment to evaluate the current state of technology in teaching and learning in an ophthalmology residency program, to identify barriers to using technology, and to determine areas for future curriculum development. Methods We used an anonymous online survey to assess current residents and faculty within our ophthalmology residency program. Results Residents identified their primary learning styles as visual and kinesthetic and they preferred videos and online question banks.More than 35% of faculty respondents “never” use technology in teaching. Among faculty who do use technology, online quizzes and videos were the most common modalities used to supplement lectures. Common barriers to incorporating technology included lack of time, lack of knowledge of available technologic tools, and lack of skill in using technology.Both faculty and residents identified a Web platform for curricular elements and a feedback app as potentially beneficial additions to the curriculum. Each group rated an app to receive feedback more highly than an app to provide it. The two groups disagreed on the usefulness of online quizzes. There was variability among faculty responses regarding the usefulness of technology in teaching. Conclusion Our needs assessment identified areas of agreement among residents and faculty as well as mismatches and barriers regarding the use of technology to support learning by ophthalmology residents. Our study is an example of a best practice for use of a needs assessment to provide a framework for curriculum development and program improvement in an individual program. Further research is needed to generalize these results across ophthalmology programs.

Examining the influence of teachers ' beliefs towards technology integration in classroom

2016 ◽  
Vol 33 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Sallimah Salleh
Keyword(s):  
Technology Use ◽  
Theoretical Modelling ◽  
Psychological Variables ◽  
Content Type ◽  
Applied Model ◽  
Measurement Models ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers Beliefs ◽  
Tpb Model

Purpose – The purpose of this paper is to examine how the direct and indirect factors of the elaborated theory of planned behaviour (TPB) relate to teachers’ intentions and use of technology in teaching. Design/methodology/approach – The current study attempted to provide an understanding of teachers’ beliefs and intentions to use technology in teaching, and their influence on behaviours by applying and elaborating Ajzen’s TPB, a widely applied model for investigating social behaviour. Findings – The elaborated TPB model was found to be a marginally fitting model in predicting and explaining intention and behaviour. The model explained only 17 per cent of variance in intention and 13 per cent in use of technology. Teacher’s use of technology in teaching was predicted by intention and perceived behavioural control (PBC); and intention was predicted by attitude towards the technology and PBC. Subjective norms made weak prediction on intention. The TPB model of direct factors explained 25 per cent of variance in intention and 16 per cent in use of technology. Originality/value – This study takes a theoretical modelling approach, based on a survey assessing psychological variables (such as teachers’ beliefs, attitudes, and perceptions) to explain teachers’ technology use in the classroom. The theoretical approach of this study is new within studies of computer technology use, which have normally been limited to reporting user demographic characteristics and/or factors influencing its use among users. This study attempted to develop measurement models that might be replicated by other researchers interested in the influencing factors for teachers’ technology use in education.

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

2017 ◽  
pp. 56-73 ◽  
Author(s):  
Haixia Liu ◽  
Chin-Hsi Lin ◽  
Dongbo Zhang ◽  
Binbin Zheng
Keyword(s):  
Technology Use ◽  
Negative Attitude ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Teachers Perceptions ◽  
Future Design ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Available Technology ◽  
Internal Barriers

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers' perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers' pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers' use of technology in teaching.

scholarly journals USE OF TECHNOLOGY IN TEACHING ENGLISH

2021 ◽  
Vol 1 (2) ◽  
pp. 112-122
Author(s):  
Ayu Pratiwi ◽  
Elsa Pratiwi ◽  
Faradila Chantika ◽  
Hamida Putri ◽  
Resti Aulia Nengsih
Keyword(s):  
Technology Use ◽  
English Language ◽  
Human Beings ◽  
Cd Rom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Electronic Dictionary ◽  
Study Methodology ◽  
Power Point ◽  
Sports Activities

In language coaching and gaining knowledge of, we've got loads to select from the sector of generation: audio, TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. Technology has modified the dynamics of diverse industries, and has additionally encouraged the the manner human beings engage and paintings withinside the society. This speedy growing and improvement of statistics era has supplied a higher sample to discover the brand new coaching version. As a end result era performs a totally vital position in English coaching. Using multimedia to create a context to train English has its particular advantages. The instructors can have interaction the freshmen to grow to be professional at English Language through the usage of the revolutionary ELT strategies like English songs, movie, clippings, dramatics, advertisements, sports activities commentaries and plenty of extra. This paper stresses at the want to make English language training smooth and exciting thru revolutionary ELT techniquesby using a scope review study methodology, which is a literature review process between new theories and ideas, so this paper talk about definition and development of technology, use of generation in coaching English, the boom of elt via generation, and advantages of the use of generation in the classroom.

Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

2018 ◽  
pp. 1450-1467
Author(s):  
Haixia Liu ◽  
Chin-Hsi Lin ◽  
Dongbo Zhang ◽  
Binbin Zheng
Keyword(s):  
Technology Use ◽  
Negative Attitude ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Teachers Perceptions ◽  
Future Design ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Available Technology ◽  
Internal Barriers

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers' perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers' pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers' use of technology in teaching.

scholarly journals Technology Use, Technology Views: Anticipating ICT Use for Beginning Physical and Health Education Teachers

10.28945/3093 ◽  
2007 ◽  
Author(s):  
Lori Lockyer ◽  
John Patterson
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Health And Physical Education ◽  
Australian Health ◽  
Ict Use ◽  
Everyday Practices ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Physical And Health Education ◽  
National Initiative

In Australia, the national initiative known as Learning in an Online World, focuses school jurisdictions across the country meet the challenge of achieving the national vision of all schools “... confidently using ICT in their everyday practices to improve learning, teaching and administration” (MCEETYA, 2005, p. 3). One strategy in reaching this goal is the effective preparation of pre-service teachers to use and integrate technology in their teaching and learning practices. This article reports on a research study that aimed to explore the issue preparation for use of technology in teaching by understanding the current and anticipated technology usage for Australian health and physical education pre-service teachers.

EFL Teachers' Knowledge of Technology in China

2017 ◽  
pp. 23-37
Author(s):  
Yanjiang Teng
Keyword(s):  
Administrative Support ◽  
Teaching Practice ◽  
Teaching Context ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Attitudes Towards Technology ◽  
Efl Teachers ◽  
Specific Support

Through the lens of teachers of English as a Foreign Language (EFL) in China, this chapter aims to examine what knowledge of technology EFL teachers at all levels possess and how they apply their technological knowledge in teaching practice. The reviewed literature indicated that most EFL teachers hold positive attitudes towards technology. However, there still exists a gap between the curriculum requirement and the reality in terms of technological pedagogy in EFL teaching context. EFL teachers' use of technology in teaching varies in terms of personal preferences, school levels and locations, and administrative support. In addition, this review revealed that several factors influence EFL teachers' integration of technology into their practice and some challenges are still on the way: 1) EFL teachers' knowledge of technology is insufficient; 2) Lack of resources for schools and teachers at less developed areas, and 3) Lack of specific support for EFL teachers' technological needs.

Technology Use among Family Caregivers of People with Dementia

2020 ◽  
pp. 1-13
Author(s):  
Guang Ying Mo ◽  
Renée K. Biss ◽  
Laurie Poole ◽  
Bianca Stern ◽  
Karen Waite ◽  
...  
Keyword(s):  
Health Care ◽  
Family Caregivers ◽  
Health Care Providers ◽  
Technology Use ◽  
Unmet Needs ◽  
Care Providers ◽  
Use Of Technology ◽  
People With Dementia ◽  
Formal Services ◽  
Willingness To Use

ABSTRACT This study explored family caregivers’ use of technology to care for people with dementia living at home. Three questions were pursued: (1) what are the important, unmet needs of family caregivers, (2) how do they use technologies to assist in care tasks, and (3) what do health care providers know about caregivers’ needs and technology use? Two comprehensive surveys were developed to answer these questions: one for family caregivers (n = 33), and one for health care providers (n = 60). Descriptive and quantitative analyses showed that caregivers’ important, unmet needs were in the domains of information, formal services, and emotional support. Caregivers make limited use of technology but believe in its potential usefulness. Health care providers agree that technology is useful in dementia care; however, they underestimate caregivers’ willingness to adopt technologies to communicate with providers. Findings prove caregiver willingness to use technology to support their care role and provide guidance regarding the caregiver needs that these technologies should address.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

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