Researching instructional use and the technology acceptation of learning management systems by secondary school teachers

Smet, Cindy de; Bourgonjon, Jeroen; Wever, Bram De; Schellens, Tammy; Valcke, Martin

doi:10.1016/j.compedu.2011.09.013

Cited by 117 publications

(105 citation statements)

References 33 publications

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“…It has addressed its research objectives and implicit hypotheses by using quantitative techniques to unfold the pros and cons of utilising digital technologies in the realms of education. This empirical study has applied measures from the "pace of technological innovativeness" (De Smet et al, 2012;Grewal et al, 2004); "technology acceptance" (Jackson et al, 2013;Cheon et al, 2012;Huang et al, 2012;Davis, 1989) and "technology anxiety" (Celik & Yesilyurt, 2013;Tondeur et al, 2012;Meuter et al, 2005). A summary of the statistics has described the socio-demographic profile of the respondents, as the descriptive statistics have unfolded the educators" attitudes and perceptions about the costs and benefits of digital learning resources.…”

Section: Discussionmentioning

confidence: 99%

“…As a matter of fact, there were high mean scores ( ) of near 4, which reflected the educators" stance on the use of digital learning resources". Moreover, the respondents have conveyed their strong agreement with the "pace of technological innovativeness" (De Smet et al, 2012;Grewal et al, 2004). The educators suggested that learning technologies are changing fast, where the mean score ( ) was of 4.05 and a standard deviation (σ) of 0.47.…”

Section: 29034mentioning

confidence: 99%

“…This leads to the second and third hypotheses: the "pace of technological innovativeness" (De Smet et al, 2012;Grewal et al, 2004); "technology acceptance" (Jackson et al, 2013;Cheon et al, 2012;Huang et al, 2012;Davis, 1989) and "technology anxiety" (Celik & Yesilyurt, 2013;Tondeur et al, 2012); Meuter et al, 2005).…”

Section: The Technology Acceptance Model and Technological Anxietymentioning

confidence: 99%

“…This paper deliberates on some of the unresolved issues pertaining to the integration of technology, pedagogy, and change knowledge in the realms of education (Fullan, 2013). Therefore, it considers previous tried and tested measures, namely; "the pace of technological innovativeness" (De Smet, Bourgonjon, De Wever, Schellens & Valcke, 2012;Grewal, Mehta & Kardes, 2004); "technology acceptance" (Jackson, Mun & Park, 2013;Cheon, Lee, Crooks & Song, 2012;Huang, Huang, Huang & Lin, 2012;Davis, 1989); and "technology anxiety" (Celik & Yesilyurt, 2013;Tondeur, van Braak, Sang, Voogt, Fisser & Ottenbreit-Leftwich, 2012); Meuter, Bitner, Ostrom & Brown, 2005) for the data gathering process. The empirical study investigates the educators" attitudes for (or against) digital learning resources.…”

Section: Aims and Objectivesmentioning

confidence: 99%

See 3 more Smart Citations

Digital Learning Resources and Ubiquitous Technologies in Education

Camilleri

2016

Tech Know Learn

105

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This research explores the educators' attitudes and perceptions about their utilization of digital learning technologies. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educator"s perspective.Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study"s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: 29034mentioning

confidence: 99%

Section: The Technology Acceptance Model and Technological Anxietymentioning

confidence: 99%

Section: Aims and Objectivesmentioning

confidence: 99%

See 2 more Smart Citations

Digital Learning Resources and Ubiquitous Technologies in Education

Camilleri

2016

Tech Know Learn

105

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“…Most studies reflect the forms of instructional use, teachers' and learners' attitudes, and the impact on learning (e.g. De Smet et al 2012). But the organizational processes of schools, that is interactions between students, teachers and parents and within their groups, between school management and staff, school district and school board, are often neglected (see Breiter 2014).…”

Section: Digital Traces As a Phenomenon Of Complexitymentioning

confidence: 99%

The Complexity of Datafication: Putting Digital Traces in Context

Breiter

Hepp

2017

Transforming Communications – Studies in Cross-Media Research

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This chapter deepens the discussion on the problem of contextualizing digital traces. First, digital traces are reflected as a phenomenon of media-related complexity more generally. Secondly, the example of data from learning management systems is taken to discuss possible strategies of how to put such automatically generated data into context by the use of qualitative methods that become triangulated. On such a basis, some conclusions are drawn about the future challenges of this kind of research. Overall, this chapter can only argue in an exemplary way, taking a specific and thus limited case of analysis. But such detailed discussion makes it possible to outline different options for future methodological developments in media and communication research.

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Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools

Laursen

2024

British Educational Res J

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This study employs Bourdieu's theory of practice to analyse 31 interviews with teachers, principals and administrators. I explore the strategies teachers use to handle the mandatory enactment of a Learning Management System (LMS) in Danish primary and lower secondary schools. Teachers are categorised into three groups: those mainly focused on teaching, those with digital responsibilities and those representing the Danish Teachers' Union. The findings reveal three distinct strategies adopted by these groups of teachers. Firstly, teachers solely focused on teaching developed a strategy of resistance, avoiding the use of the LMS in their daily teaching. In contrast, the other two groups of teachers responded to the changes by accumulating either digital or managerial capital to enhance their skills. This latter strategy positioned them as key figures in the eyes of local management, preparing them for advancement. Furthermore, since enhancing skills entails collaborating closely with management, it naturally leads these teachers to support the enactment of the LMS through their actions in the schools. The findings contribute to theoretical development and provide insights into teachers' practices when required to enact change in school.

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Researching instructional use and the technology acceptation of learning management systems by secondary school teachers

Cited by 117 publications

References 33 publications

Digital Learning Resources and Ubiquitous Technologies in Education

Digital Learning Resources and Ubiquitous Technologies in Education

The Complexity of Datafication: Putting Digital Traces in Context

Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools

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