Critical Success Factors in Accepting Technology in the Classroom

Veiga, Francisco; Andrade, António

doi:10.3991/ijet.v16i18.23159

Cited by 18 publications

(14 citation statements)

References 21 publications

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“…Regarding the first objective of the study, during and after confinement, the educational community (teachers, families, and students) has given greater recognition to the knowledge and use of ICT [26,27,51]. This use has been associated with increased academic performance and motivation [18,19], but with nuances. In those adolescents who are supervised in the use of ICT by their families and, in addition, use ICT as a methodological resource in schools, there are benefits in their academic performance [15,16,36,45].…”

Section: Discussionmentioning

confidence: 99%

“…More specifically, in the field of education today, the teaching-learning process in the classroom is unimaginable without the use of ICT [18]. Teachers have the idea that ICT is a didactic tool that allows different approaches, thus increasing, in general, the quality of teaching and learning [19]. This is directly related to the need for students to have a digital competence beyond the mere search for information [20].…”

Section: Introductionmentioning

confidence: 99%

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ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

2022

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Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

2022

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“…The integration of technology into the teaching-learning process is essential for improving students' creative writing skills (Tahsaldar & Semaan, 2018) because technology is very useful in facilitating the students' understanding of complex knowledge and fostering greater engagement and motivation (Veiga & Andrade, 2021). Moreover, the use of technology in the classroom increases students' participation and engagement in writing assignments and improves their peer collaboration and social interaction (Williams & Beam, 2019).…”

Section: B Technologymentioning

confidence: 99%

The Impact of Technology on Students’ Creative Writing: A Case Study in Jordan

Alkhaldi¹

2023

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Creative Writing (CW) is a crucial skill for foreign language learners as it helps them develop their writing and language abilities. It also enhances their thinking skills. Nevertheless, CW is difficult to master due to traditional ways of teaching and a lack of experience. Therefore, there is a need to examine the use of technology in developing learners’ CW skills in an attempt to improve their writing and develop their creativity. This study aims to investigate whether the use of technological tools can improve students’ CW skills. Data was collected from a sample of university students in Jordan, before and after using technological tools, and analysed to evaluate the effectiveness of technology in improving students' creative writing. The findings revealed that the use of technological tools had a positive role in improving students' writing performance, lexical abilities, and imagination. As a result, this study recommends the effective use of technological tools in teaching CW activities. It also recommends that the writers of language materials include technology-based activities to improve the learning and creativity of their students.

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“…Therefore, anyone can study without abandoning the advantages of home staying. Time and space no longer constitute restrictive limits for education's stakeholders, since the introduction of informa-M. Aivazidi, C. Michalakelis DOI: 10.4236/ce.2022.137138 2190 Creative Education tion technology in the teaching process and a new era of globalized integrated communication, exchanging ideas and improving the exploration of available resources has been raised (Veiga & De Andrade, 2021). During this era smarter learning ecosystems have been developed, in which it is expected that the life of learners and teachers will be easier (Tinoco-Giraldo et al, 2020).…”

Section: Consequences Of the Ict In The Educationmentioning

confidence: 99%

Diffusion of the Information and Communication Technologies in Education, Perspectives and Limitations

Aivazidi¹,

Michalakelis²

2022

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This research study is undertaken in order to explain the unexpectedly slow rate of ICT diffusion in education. Recent and prior research literature for ICT in education has been evaluated to answer the four questions which have been stated by Rogers for the individual users of innovation. Our findings show that despite the obvious benefits of ICT for the potential users in educational contexts, the adoption of ICT requires a deep focus on the teachers' and students' needs as well as the barriers to ICT diffusion in education. Also, we consider that the relevant research studies confirm the critical role of teachers and students in the efficient implementation of innovative technological tools in the educational process.

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Critical Success Factors in Accepting Technology in the Classroom

Cited by 18 publications

References 21 publications

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

The Impact of Technology on Students’ Creative Writing: A Case Study in Jordan

Diffusion of the Information and Communication Technologies in Education, Perspectives and Limitations

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