Educator Attitudes Toward Electronic Grading Software

Migliorino, Nicholas Joseph.; Maiden, Jeffrey

doi:10.1080/15391523.2004.10782412

Cited by 16 publications

(9 citation statements)

References 9 publications

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“…In addition, experienced or novice teachers should have confidence in using ICT effectively into their teaching and learning. Attitudes towards technology and technology competence are two acceptable aggregates related to effective technology use ( [5], [14]). …”

Section: Introductionmentioning

confidence: 99%

Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

Ayub¹,

Bakar²,

Ismail³

2012

AIP Conference Proceedings

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Information communication Technology (ICT) has been a major influence in the Malaysian Education System, especially in the teaching of mathematics. Since 2003, the Malaysian Ministry of Education has provided incentives to mathematics teacher to motivate them to use ICT using English as the medium of instruction, during the teaching and learning process. However, there are barriers that prevented mathematics teachers from using ICT in the classrooms. This study is to determine factors that influenced the attitudes of Malaysian Mathematic Teachers in integrating ICT in their teaching and learning. One hundred ninety one mathematics teachers were randomly selected for the purpose of this study. The three factors investigated were school support, school facilities and school culture which had been selected to be correlated with teachers' attitudes towards integrating ICT in the teaching and learning of mathematics. Findings showed that significant positive relationships existed between teachers' attitudes toward integrating ICT in the teaching and learning and school support, school facilities and ICT culture and This finding indicated that, in order to develop teachers' attitudes in using ICT during their teaching and learning process, they needed support from the school principals and also their colleagues. Apart from that, school facilities and also ICT culture were also found to be essential.

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Section: Introductionmentioning

confidence: 99%

Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

Ayub¹,

Bakar²,

Ismail³

2012

AIP Conference Proceedings

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show abstract

“…Printed ISSN: Teacher barriers are: time; knowledge and skills; training; previous negative experience; fear and anxiety; and attitudes (Cuban, Kirkpatrick and Peck, 2001;Fabry and Higgs, 1997;Migliorino and Maiden, 2004;Pelgrum, 2001;Russel and Bradley, 1997). Therefore, EFL teachers' perceptions, beliefs and attitudes towards internet-assisted language teaching (IALT) are critical elements for integrating IALT successfully into their teaching system.…”

Section: Introductionmentioning

confidence: 99%

English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

Yükselir

2016

ERIES Journal

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Although internet-assisted language teaching (IALT) has been recognised by the rapid progress of internet, there is a lack of published studies concerning the perceptions and perspectives of English Foreign Language (EFL) teachers on the integration of the internet into language learning and teaching. This study compares the differences between EFL university instructors' perceptions and state and private school EFL teachers' perceptions, towards the integration of internet-assisted language teaching (IALT) into EFL instruction. 82 participants took part in the survey and responded to the questions about their perceptions towards integrating internet-assisted language learning into EFL instruction, what types of internet resources they use to enhance language learning, and what kind of barriers prevent the use of the internet in EFL classes. A mixed-method approach, quantitative and qualitative, was administered in this study. The quantitative part of the research is a questionnaire with two sections, and the qualitative part is an open-ended questionnaire. Both quantitative and qualitative results demonstrate that although both instructors and teachers showed positive attitude towards IALT, the internet activities they used in the classroom were limited, and there were some barriers against internet use in the language classroom, such as limited time, limited computer facilities and certain technical problems. Highlights •Both instructors and teachers showed positive attitude towards IALT • EFL instructors seem to have more confidence in applying computer technology in their classroom • EFL teachers perceived managing internet use, technical problems, and internet illiteracy Literature ReviewInternet Use and Language Teaching Rico and Vinagre (2000) argue that the use of the internet can be interactive and cooperative with the help of e-mail, conferencing tools and newsgroup, a virtual group of learners can exchange knowledge, ideas and points of view on any number of topics. Therefore, the internet can increase EFL learners' motivation to learn the foreign language.Nevertheless, many factors have an effect on integrating internetassisted language learning into foreign language instruction successfully. According to Cuban (1993), there have been two barriers for implementation of technology in language teaching, namely: first-order barriers including external and institutionrelated problems; and second-order barriers including internal and teacher-related problems.

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“…Attitude has been associated with both teaching experience and years of computer experience (Friedman, 2006;Iding, Crosby & Speitel, 2002). Positive attitudes toward technology use are linked with the amount of technology experience an individual attains (Migliorino & Maiden, 2004). It is not surprising that…”

Section: Teachers' Attitudes and Technology Usementioning

confidence: 99%

“…Teachers' attitudes and experience are factors associated with computer use (Christensen, 2002;Vannatta & Fordham, 2004). Both a positive attitude about technology and technology skills in combination are accepted precursors for effective use of technology (Christenson, 2002;Migliorino & Maiden, 2004). Additional factors that influence attitude are self-efficacy, social norms, and external demands among others.…”

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confidence: 99%

Technology Integration in Secondary Physical Education: Teachers’ Attitudes and Practice

Gibbone

2010

JETDE

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Educator Attitudes Toward Electronic Grading Software

Abstract: Abstract

Cited by 16 publications

References 9 publications

Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

Technology Integration in Secondary Physical Education: Teachers’ Attitudes and Practice

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