Developing and integrating digital resources in online mathematics instruction and assessment during Covid-19

Information and communication technologies have revolutionized the educational landscape, transforming teaching and learning processes across the globe, and this is the case for interactive digital whiteboards. In particular, this paper focuses on providing a research model to analyze the behavior towards the use of interactive digital whiteboards (IDWs) by teachers in the educational context, highlighting their impact on the intention to use IDWS. The proposed structural equation model is based on the model of goal-directed behavior and the theory of planned behavior, and it is formed by six constructs: (1) attitude, (2) subjective norms, (3) desire, (4) perceived behavioral control, (5) intentions, and (6) behavior. The methodology was adapted to two possible scenarios: (1) positive and (2) negative. The findings show that both theoretical frameworks offer a valid context to explain the motivations that drive the use of IDWs, although there are no significant differences between the two scenarios. Thus, the present article contributes to the existing body of knowledge and provides insights for educators, policymakers, and researchers to leverage the acceptance of IDWs in education. However, some limitations were identified, such as the absence of the point of view of students regarding the use of IDWs, among others.

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Developing and integrating digital resources in online mathematics instruction and assessment during Covid-19

Cited by 2 publications

References 72 publications

Evaluating the competencies of university teachers in content, pedagogical, and technological knowledge

Evaluating the competencies of university teachers in content, pedagogical, and technological knowledge

Analyzing the Behavior Towards the Use of Interactive Digital Whiteboards for Educational Purposes: A Proposal Based on the Model of Goal-Directed Behavior and the Theory of Planned Behavior

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