Mathematics achievement and orientation: A systematic review and meta-analysis of education technology

Rakes, Christopher R.; Ronau, Robert N.; Bush, Sarah B.; Driskell, Shannon O.; Niess, Margaret L.; Pugalee, David

doi:10.1016/j.edurev.2020.100337

Cited by 11 publications

(7 citation statements)

References 70 publications

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“…There are various contributions in academia that have explored the use of educational technologies in various contexts (Anshari et al, 2017;Billinghurst & Duenser, 2012;Dumpit & Fernandez, 2017;Lee & Lee, 2014;Mcstay, 2020;Rakes et al, 2020;Selwyn, 2010). Several studies relied on the theory of reasoned action (TRA) (Althunibat, 2015), the theory of planned behavior (TPB) (Camilleri & Camilleri, 2020;Rana et al, 2019;Ahmed & Ward, 2016;Park et al, 2012;Cheon et al, 2012;Moss et al, 2010;Shih, 2008), the unified theory of acceptance and use of technology (UTAUT) (Althunibat, 2015;Dečman, 2015;Hoi, 2020;Lin et al, 2013) and the theory of acceptance model (TAM) (Camilleri & Camilleri, 2019;Cheng & Yuen, 2018;Al-Rahmi et al, 2018;Merhi, 2015;Schoonenboom, 2014;Lin et al, 2013;Sánchez-Franco, 2010;Sánchez-Franco et al, 2009;Ngai et al, 2007;Davis, 1989), among others, to explore the acceptance and use of a wide array of education technologies.…”

Section: The Conceptual Framework and Formulation Of The Research Hypothesesmentioning

confidence: 99%

The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19

Camilleri

2021

Tech Know Learn

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During the outbreak of the Coronavirus (COVID-19) pandemic, higher education institutions (HEIs) have shifted from traditional and blended learning approaches to a fully virtual course delivery. This research investigates the students' perceptions on remote learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. The data was gathered from a sample of 501 higher education students in a Southern European context. A survey questionnaire included measures that investigated the participants' acceptance of interactive technology to better understand their utilitarian motivations to use them. The findings suggest that the research participants accessed asynchronous content and interacted with online users, including with their course instructor, in real time. While there are a number of theoretical or opinion papers on the impact of COVID-19 on higher education services, currently, there are still a few empirical papers that shed light on the factors that are having an effect on the students' attitudes and intentions to utilize remote learning technologies. This contribution underlines the importance of maintaining ongoing, interactive engagement with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journey.

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Section: The Conceptual Framework and Formulation Of The Research Hypothesesmentioning

confidence: 99%

The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19

Camilleri

2021

Tech Know Learn

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“…For example, graphing calculators are often used to solve algebraic expressions in ways that exclude conceptual understanding [25]. When procedural fluency is the main focus of a lesson, learning is usually limited to finding answers rather than developing mathematical understanding [24,26,27]. In addition, the COVID-19 crisis and the move to virtual learning has highlighted the need for more teacher preparation in using technology [28].…”

Section: Mathematics Knowledge For Teaching and The Use Of Technologymentioning

confidence: 99%

Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

et al. 2022

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This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.

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“…Although, there are many contributions in academia that have focused on the students' acceptance of online technologies, in electronic learning (elearning) and/or mobile learning (mlearning) formats [ 31 ], in various contexts [ [32] , [33] , [34] , [35] ], currently, few studies investigated the students’ perceptions, attitudes and intentions to use synchronous video conferencing technologies [ 18 ]. For the time being, there are no studies that have used the same constructs that were employed in this research.…”

Section: Introductionmentioning

confidence: 99%

Remote learning via video conferencing technologies: Implications for research and practice

Camilleri

2022

Technology in Society

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Following the unprecedented outbreak of the Coronavirus pandemic (COVID-19), educators and students have shifted from conventional face-to-face lectures to fully virtual sessions that were delivered via video conferencing software. This research investigates the facilitating conditions and the students' perceptions toward using these interactive resources to continue their learning journey. The data was gathered through a structured questionnaire among 777 students in tertiary education. The survey instrument comprised valid measures that are frequently utilized in academia, to evaluate the individuals' acceptance of interactive educational technologies. A partial least squares (PLS) approach revealed that there were very significant factors that were predicting the students' dispositions to utilize synchronous learning programs. The findings underlined the importance of providing appropriate facilitating conditions to improve perceptions and attitudes toward interactive conferencing software. These results reflect the latest developments, as COVID-19 has inevitably accelerated the digital transformation in the realms of education. This contribution implies that students adapted well to a new normal. It confirmed that they are willing to participate and engage in virtual meetings through video conferencing programs.

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Mathematics achievement and orientation: A systematic review and meta-analysis of education technology

Cited by 11 publications

References 70 publications

The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19

The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19

Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

Remote learning via video conferencing technologies: Implications for research and practice

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