A Model-Based Investigation of Learner Attitude towards Recently Introduced Classroom Technology

Manochehri, Nick-Naser; Sharif, Khurram

doi:10.28945/1107

Cited by 13 publications

(10 citation statements)

References 31 publications

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“…Globally, the current advancement in technological gadgets has provided new tools for both teachers and students to support classroom and off classroom learning. Therefore, there has been support for the integration of these technological gadgets into the classrooms which now have become indispensable to students' life (Manochehri & Sharif, 2010). Prior to this invention, health trainees like medical students and other categories of students depended on their textbooks for learning (Koehler, Yao, Vujovic, & McMenamin, 2012).…”

Section: Introductionmentioning

confidence: 99%

Perceived Effects of Smartphone Usage on Students’ Attitude Towards Learning in a Health Institution

2019

JEP

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Globally, the current advancement in technological gadgets has provided smartphones as a new tool for both teachers and students to support classroom and off classroom learning. This has led to the call for its integration into the educational system of health training schools in Ghana. The researchers studied health trainees' perception on the effects smartphone usage has on their attitudes towards learning. This study was grounded on the views of constructivist theory of learning. A descriptive cross sectional study design was adopted. Among 614 health trainees studying various medical and allied health courses at the College of Health-Yamfo of Ghana, 138 students were selected using both stratified and systematic sampling methods. Descriptive statistics was used to analyse the data. The outcome of the study indicated that health trainees who use smartphones in their learning activities develop positive attitude towards learning (76%). However, it was revealed that health trainees who do not use smartphones in their learning activities had negative attitude towards learning (57%). They were also not confident; did not complete assignments; depended on others during studies and did not have access to large volume of information via the internet. Finally, chatting through WhatsApp and other social media applications during lectures and small screen size were barriers to effective use of smartphone in learning activities. The study recommends development of policy that would encompass the integration of smartphone usage into teaching curriculum of health training schools in Ghana.

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Section: Introductionmentioning

confidence: 99%

Perceived Effects of Smartphone Usage on Students’ Attitude Towards Learning in a Health Institution

2019

JEP

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“…In addition, another environmental factor is lack of interest on the part of students. For example, inability of students to use technological tools because of insufficient knowledge or insufficient technical support causes students to have negative attitudes toward technology (Manochehri & Sharif, 2010).…”

Section: Discussionmentioning

confidence: 99%

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

Çakır

Yıldırım

2013

JITE:IIP

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Executive SummaryTechnology integration into the classroom has a major role in creating rich learning and teaching environments. It is obvious that the success of the effective use of technology in classrooms highly depends on Information and Communication Technology (ICT) teachers who are responsible for integrating technology and mentoring other teachers in using it successfully. However, it is unclear how ICT teachers play a role for the achievement of the integration process and what challenges they experience during this process. The purpose of this study is, therefore, to portray the professional growth of ICT teachers in terms of their perceptions of teaching and their competencies in the Turkish elementary education system. Data was obtained from 104 (55 female, 49 male) ICT teachers. The quantitative data analysis was supplemented with a qualitative analysis to get a better understanding of the professional growth among in-service ICT teachers. Results showed that despite their positive self-perceptions of competence, ICT teachers faced difficulties such as classroom management, number of students, and hardware-software issues regarding the effective use of technology, especially cutting edge technology, in the classroom. According to teachers, the ability to integrate technology in the classroom was negatively affected by time limitations, poor design of Information Technology (IT) class, lack of flexibility in their roles as teachers, overcrowded classes, and classroom management issues. Finally, this study looked at ICT teachers' opinions regarding factors that encourage/discourage them from working in schools. The results of this study also shed light on the awareness of the significance of integrating technology into their teaching and learning activities.

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“…Another significant aspect of technology use in classrooms is the hedonic experience it engenders (e.g., e-learning games, Fu et al, 2009). Previous studies examining effects of learning technologies suggest that enjoyment of technology use serves as an important precursor of educational outcomes such as learner independence and ease of technology use (Fu et al, 2009; M.-C. Lee, 2010; Liaw et al, 2007; Manochehri & Sharif, 2010). The hedonic dimension of technology use also plays an important role in shaping positive attitudes toward technologies.…”

Section: Two Routes To Positive Attitudes Toward Science and Technologymentioning

confidence: 99%

Distributing Computing Devices in Classrooms: Hedonic and Utilitarian Influences on Science and Technology Attitudes

Sah

Makki

Cotten

et al. 2020

American Behavioral Scientist

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While extensive efforts have been made to harness benefit of computing technologies in education, little attention focuses on how such efforts lead to students’ positive attitudes toward science and technology. Building on the technology acceptance model and motivation literature, the current study proposed that hands-on experiences with computing devices allow students to perceive their technology use as being useful and enjoyable, which in turn leads to positive attitudes toward science and technology in general. Data collected from a pedagogical intervention support our predictions regarding the role of utility perception and enjoyment. Furthermore, it is suggested that students’ prior attitudes toward science and technology and the type of device used in the intervention influence perceived usefulness and enjoyment of classroom computing. When using education-specific devices, students’ prior attitudes were positively associated with postintervention attitudes as well as with utility perception and enjoyment. When using general-purpose devices, however, students’ prior attitudes were not related to those outcomes. These results imply that distribution of technologies to schools may improve attitudes toward science and technology, particularly in populations that have been underrepresented in the fields of science and technology thus far.

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A Model-Based Investigation of Learner Attitude towards Recently Introduced Classroom Technology

Cited by 13 publications

References 31 publications

Perceived Effects of Smartphone Usage on Students’ Attitude Towards Learning in a Health Institution

Perceived Effects of Smartphone Usage on Students’ Attitude Towards Learning in a Health Institution

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

Distributing Computing Devices in Classrooms: Hedonic and Utilitarian Influences on Science and Technology Attitudes

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