Factors impacting teachers' acceptance and use of Bring Your Own Device (BYOD) in the classroom

Siyam, Nur; Hussain, Malak; Alqaryouti, Omar

doi:10.1007/s43545-021-00307-2

Cited by 4 publications

(2 citation statements)

References 22 publications

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“…Digitalizacija je v ospredju številnih domačih in evropskih projektov (Digitalizacija družbe) 1 in načrtov (na primer Akcijski načrt za digitalno izobraževanje, 2 Dvig digitalne kompetentnosti, 3 Digitalna Evropa za vse 4 …). Prav tako kaže, da si dostop do za izobraževanje ključnih spletnih storitev na večpredstavnih pametnih napravah, ponekod že danes, najverjetneje pa v prihodnosti še bolj, zagotavljajo učenci kar sami (Aggarwal, 2019, Siyam, Hussain in Alqaryouti, 2022. Učenec naj bi uporabljal osebno napravo in enotno učno okolje, običajno je v slovenskem šolskem prostoru trenutno to na vseh ravneh vertikale Moodle (na primer Učilnice Arnes) 5 , ki združuje širok nabor orodij za učitelja (od orodij za vodenje, do orodij za ustvarjanje večpredstavne vsebine, prav tako za spremljanje dela učencev), pri čemer je mogoče dejavnosti izvajati sodelovalno in na problemskih pristopih.…”

Section: Tehnološka Sodobnost Izobraževanjaunclassified

Sodobna šola in pouk v luči didaktične zapuščine Franceta Strmčnika

2023

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Knjigi na pot 1 Iskanje ravnovesja v vrtincu pedagoških teoretskih diskurzov Zdenko Medveš 2 Pomen didaktičnih načel za učiteljevo strokovno utemeljeno izbiro učnih oblik Romina Plešec Gasparič in Milena Valenčič Zuljan 3 Individualizacija, diferenciacija, personalizacija: ključne značilnosti in konceptualne razlike Damijan Štefanc 4 Prepoznavanje nadarjenih učencev in vzgojno-izobraževalno delo z njimi kot izziv učiteljeve pedagoške usposobljenosti Jana Kalin 5 Teoretska opredelitev problemskega pouka in njegova uveljavljenost v pedagoški praksi Milena Ivanuš Grmek, Marija Javornik in Monika Mithans 6 Izobraževanje in usposabljanje pedagoških delavcev za timsko delo kot udejanjanje osnovnih didaktičnih načel Alenka Polak 7 Programirani pouk v sodobnem, tehnološko podprtem okolju Matej Urbančič 8 Nameni učiteljevega ocenjevanja znanja: primerjava informativne in motivacijske vrednosti opisnih in številčnih ocen Mojca Žveglič Mihelič in Janez Vogrinc

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Section: Tehnološka Sodobnost Izobraževanjaunclassified

Sodobna šola in pouk v luči didaktične zapuščine Franceta Strmčnika

2023

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“…echnology nowadays is part of every aspect of our lives and this also applies to the educational field. The use of technology in classrooms has been a subject of study in past years, which caused a shift in teaching methods and educational processes, as well as reforming curriculum to have more technology integration (Siyam et al, 2022). The UAE Ministry of Education sanctioned the importance of technology and had plans for proper implementation and use of technology in schools (Siyam and Hussain, 2021).…”

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Investigating the Effects of Virtual Laboratories on Students’ Motivation and Attitudes Toward Science

Alnaser,

Forawi

2024

SEI

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Allowing students to practice science inquiry in the classroom is fundamental for science education. Students should master investigation skills, promoting their understanding of science concepts. Virtual laboratories have emerged as a powerful interactive tool that can be a suitable alternative to real laboratories, especially when lacking enough equipment and safety measures. This mixed approach study investigates the effects of virtual science laboratories on students’ motivation and attitude toward science (ATS). Students (n = 237) from grades (7, 8, 9, 10, and 11) were surveyed to evaluate their virtual laboratory experience in an American curriculum private school in Dubai with the theoretical basis of motivation theories. The study reported that virtual laboratories positively impact students’ overall motivation in terms of intrinsic motivation, perceived usefulness (U), effort (E), perceived self-efficacy (SE), and ATS. Students, perceived SE and U significantly impact student attitudes toward science (p < 0.001). Students’ perceived SE is a predictor of their E in the laboratory by 6.1%. Students with high SE put more E into completing a virtual laboratory task than students with low SE.

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Namibian Teachers’ Behavioural Intentions on Students’ Mathematics Learning Using Their Own Devices

Jatileni,

Havu-Nuutinen,

Pöntinen

2023

EUR J MATH SCI ED

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Bring your own device (BYOD) policy implementation in schools worldwide has allowed students to learn subjects, including mathematics, using personal mobile devices (PMDs). PMD use has enhanced students’ mathematics enjoyment by bridging the gap between theoretical mathematics concepts and their practical applications, which makes mathematics more meaningful and leads to improved results. Nonetheless, students in Namibian basic education are not authorised to learn with PMDs in school. While students’ PMD use in school remains a topic of debate, there remains a need to investigate its impact on students’ mathematics learning and teachers’ perceptions of BYOD in mathematics classrooms. This study evaluated the perceptions and intentions of 209 Namibian mathematics teachers from the Omusati and Khomas regions regarding students’ mathematics learning using PMDs in schools. Data were collected through an online survey. A structural equation model revealed teachers’ positive intentions towards students’ use of PMDs through BYOD in learning mathematics in school. Perceived usefulness (PU), perceived ease of use (PEoU), and price value (PV) factors directly affected the teachers’ behavioural intentions (BI) towards students learning mathematics through BYOD. PEoU significantly affected teachers’ PU, and PV significantly affected teachers’ PEoU and PU. PU significantly mediated the relationship between PEoU and teachers’ intentions. PV significantly indirectly affected teachers’ intentions through PU. PEoU non-significantly mediated the PV and intention relationship. Practical implications are discussed, and recommendations are offered for the Namibian Ministry of Education, Arts and Culture and teacher training institutions.

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Factors impacting teachers' acceptance and use of Bring Your Own Device (BYOD) in the classroom

Cited by 4 publications

References 22 publications

Sodobna šola in pouk v luči didaktične zapuščine Franceta Strmčnika

Sodobna šola in pouk v luči didaktične zapuščine Franceta Strmčnika

Investigating the Effects of Virtual Laboratories on Students’ Motivation and Attitudes Toward Science

Namibian Teachers’ Behavioural Intentions on Students’ Mathematics Learning Using Their Own Devices

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