iPads for STEM Teachers: A Case Study on Perceived Usefulness, Perceived Proficiency, Intention to Adopt,and Integration in K-12 Instruction

Hu, Haihong; Garimella, Uma

doi:10.18785/jetde.0701.04

Cited by 28 publications

(21 citation statements)

References 6 publications

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“…However, the study revealed that STEM seminars had no influence on technology level of use of teachers. On the contrary, [16] found a positive impact on the usage of iPad as teaching and learning tool in STEM classroom. There were nine STEM teachers participated in a summer professional development perceived competency in using iPad to design lesson plan that engaged students in the learning.…”

Section: Revisedmentioning

confidence: 85%

“…Moreover, [17] has highlighted for STEM teachers to equip themselves with the 21 st century skills and STEM competencies for these are the skills that future TVET students need. Though the mean score for 'Communicate skillfully using ICT' is in the high level, STEM teachers still need to upgrade their technology skills through professional development and training [16] as technology is ubiquitous. Besides that, technology becomes a potential mechanism for maintaining students' interest in STEM disciplines [12], [28].…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…Therefore, professional developments and trainings are important for STEM teachers to upgrade their ICT skills. For example, in a professional development cultivating teacher readiness for Ipads, STEM teachers had positive and productive experience to enhance their knowledge and skill in the ICT integration practices [16].…”

Section: A Ict Skillsmentioning

confidence: 99%

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ICT Integration Practices of STEM Teachers in TVET

Chan*,

binti Mohamad

2019

IJRTE

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STEM Education is important for a country to be advanced in economy and technology. It is achieved through skilled and multi-talented workforce produced by Technical Vocational Education and Training (TVET) which is a component of STEM Education. Technology becomes a mechanism for STEM teachers to engage their students in STEM disciplines. However, STEM teachers have barriers and challenges integrating technology in STEM Education. Therefore, it is the purpose of this study to examine STEM teachers’ technology integration practices in the context of ICT. This is a preliminary study that is conducted in MARA TVET – one of the private providers of TVET in Malaysia. Using a quantitative data collection tool, 32 STEM teachers from MARA TVET in Borneo Region participated in the study. The study employed adopted SPMa (Standard Practices MARA Educators) instrument that consists of three dimensions: basic ICT skills, integrating ICT in teaching and learning and communicate skillfully using ICT. The overall result revealed that the level of ICT integration of STEM teachers in MARA TVET is high (M = 2.63, SD = 0.80). Dimension basic ICT skills had the lowest mean (M = 2.41, SD = 1.04) and followed by dimension integrating ICT in teaching and learning (M = 2.69, SD = 0.90). Dimension using ICT to communicate had the highest mean (M = 2.78, SD = 1.04). In conclusion, the level of ICT integration of STEM teachers in MARA TVET of Borneo Region based on adopted SPMa instrument is moderate. Though ICT skills affect ICT integration in teaching and learning, there is also a need to examine other factors that affect the success of ICT integration. STEM teachers’ knowledge is a proposed variable to be investigated in future research.

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Section: Revisedmentioning

confidence: 85%

Section: Discussion Of Findingsmentioning

confidence: 99%

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ICT Integration Practices of STEM Teachers in TVET

Chan*,

binti Mohamad

2019

IJRTE

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“…STEM education in school was also colored by teachers' attitude to STEM and it school context. Stem application on mobile learning also improves information search and literacy from both students and teachers (Hu & Garimella, 2014;Subekt et.al., 2018;Thibaut et al, 2018). Changes in students' belief and gateaway course achievent be continuously monitored to make sure that STEM promotes students' understanding and learning achievements, scientific and technology literacy (Dai & Cromley, 2014;Khaeroningtyas et al, 2016).…”

Section: Legibility Of Stem Mobile Learning Packagementioning

confidence: 99%

The Development of STEM Mobile Learning Package Ekosistem

Ngabekti

Prasetyo

Hardianti

et al. 2019

JPII

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This study aims to: develop and test the validity, legibility and effectiveness of STEM Mobile Learning Package ecosystems on students' science and technology literacy using R & D research design. STEM Mobile Learning Package was validated by media experts and material experts. The level of legibility is measured by questionnaire through the results of a small-scale trial of a Biology student class. The effectiveness of the application was measured in wide-scale test for biology and natural science students. Data were analyzed using descriptive quantitative. The results showed the the validity on learning package from experts showed valid in 83,6%. Some revisions are needed especially on video aspect which will be better filled with not only text but also voice. Base on data collected from 47 students who have completely filled 12 statements in questionnaire, about 78,7% students stated they could understand the questions very well. Most of students (97,8%) agreed that the use of STEM enhanced their science literacy. Percentage of students that agreed on 12 statements ranged from 74,5% to 100%. Thus those result indicated a high level of legibility Although learning packages can be studied independently, certain topics still requiredto be directly discussed. This learning package is effective on student scientific literacy ranging from 64.6 to 98.6. While the highest achievement of student technology literacy is 92 with an average of 70.32. This study concludes that STEM Mobile Learning Package Ecosystem has good validity and legibility, as well as effective on students' science and technology literacy.

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“…The introduction of mobile devices, and iPads specifically, has become common in both K-12 and higher education classrooms, and studies have found that they increase engagement among students [5][6][7]. To support student access to technology, a number of universities and colleges have begun to supply every first-year student with a personal iPad.…”

Section: Introductionmentioning

confidence: 99%

First-Year Engineering Student Perceptions and Use of iPad Technologies: A Quantitative Investigation of Mobile Learning

Rumreich

Kecskemety

2019

2019 IEEE Frontiers in Education Conference (FIE)

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(FYE) courses as "iPad-designated" sections. Instructors teaching these sections were provided with an iPad and some training in an effort to support the use of the iPads in these specially designated sections. While research exists on the use of iPads and other mobile devices in higher education, research specific to iPads as part of an engineering curriculum is limited. This study expands upon existing research by focusing specifically on FYE. This was accomplished through a survey project aimed at the FYE autumn 2018 students and instructors. The project goals were to identify attitudes about the iPad and its use in the FYE courses, and provide insight about how the iPad tools can improve the student experience with regard to learning new material, teamwork, and communication in FYE. An understanding of student perceptions during the first year of implementation will allow the EED to identify opportunities to increase positive student learning outcomes. As these findings are incorporated in the planning and design of future FYE courses, it is expected that there will be greater use and acceptance of the iPads in the engineering curriculum. The results of this study support the findings in literature that applications for note taking, drawing, and file sharing are well accepted and support student engagement with mobile devices. The need for more robust applications that are aligned with engineering student requirements was also uncovered. Some examples are MATLAB and SolidWorks. New insights are that students report a high level of use of the iPad for FYE purposes outside of the classroom, a moderate to high level in the classroom, and a low level of use for FYE laboratory activities. A comparison of the ratings on five value perception statements indicates that students who were part of the iPad designated courses perceive a higher level of value in the use of iPads versus those in non-iPad designated sections. These iPad section students also report more frequent use of the iPads both in the classrooms and in the FYE labs, a higher level of use of iPads for learning, reflection, and collaboration activities, and a stronger preference for using the iPad in other courses. They also rate their professor's comfort level with the iPad higher than do non-iPad section students. Among all FYE respondents, a positive relationship was found between the student's perception of the iPad improving the FYE experience and their likelihood to use the iPad in other courses. No correlation was observed between student perception of the iPad as part of the FYE experience and the student's final reported course grade. These insights support a continued focus by the EED on integration of the iPad in the FYE curriculum. A more thorough analysis of additional software and hardware needs is recommended. It is believed that emphasis on iPads in FYE, similar to the autumn 2018 iPad designated section focus, along with a resolution of some of the technology gaps identified in this study, will result in positive student perceptions and...

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iPads for STEM Teachers: A Case Study on Perceived Usefulness, Perceived Proficiency, Intention to Adopt,and Integration in K-12 Instruction

Cited by 28 publications

References 6 publications

ICT Integration Practices of STEM Teachers in TVET

ICT Integration Practices of STEM Teachers in TVET

The Development of STEM Mobile Learning Package Ekosistem

First-Year Engineering Student Perceptions and Use of iPad Technologies: A Quantitative Investigation of Mobile Learning

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