Utility and usability as factors influencing teacher decisions about software integration

Okumuş, Samet; Lewis, Lindsey; Wiebe, Eric N.; Hollebrands, Karen

doi:10.1007/s11423-016-9455-4

Cited by 28 publications

(17 citation statements)

References 30 publications

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“…Moreover, technology integration plays various roles in enhancing STEM learning. Since STEM teachers act as agent of change and curriculum delivery, technology becomes mechanism to transform STEM teachers' instructional practices [12], [20], [36] and improve STEM teachers' affective factors such as anxiety, teaching efficacy, interest and competencies [23], [35], [38] and to enhance STEM teachers' knowledge [18], [38].…”

Section: Discussionmentioning

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: Discussionmentioning

confidence: 99%

“…In his narrative review, de Jong proposed for technology-based learning which applied to STEM topics could foster deep conceptual knowledge [12]. However, STEM teachers found barriers and challenges integrating technology [21], [23].…”

Section: Revisedmentioning

confidence: 99%

ICT Integration Practices of STEM Teachers in TVET

Chan*,

binti Mohamad

2019

IJRTE

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“…Reference [55] indicated that PEOU of DGS had a negative but nonsignificant influence on ATU. According to [33], PEOU did not unilaterally predict PU; rather, these two factors mutually affected each other.…”

Section: B Peoumentioning

confidence: 94%

“…Moreover, the TRA and TAM indicate that ATU is a determinant of behavioral intention. Among the four studies in Table I, only the research model developed by [33] did not consider ATU; the other three studies found positive and statistically significant correlations between ATU and behavioral intention toward DGS.…”

Section: Atumentioning

confidence: 98%

“…Three of the studies primarily adopted GeoGebra as the DGS, and their proposed research models all contain three variables: PU, PEOU, and behavioral intention. Except for [33], the other three studies also mentioned ATU as a variable. Based on the literature review, the research model in the present study adopted PU, PEOU, and ATU as independent variables and behavioral intention as the dependent variable.…”

Section: Sem-neural Network Modelingmentioning

confidence: 99%

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Predicting the Determinants of Dynamic Geometry Software Acceptance: A Two-Staged Structural Equation Modeling — Neural Network Approach

Chen¹

2020

IJIET

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Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

Araújo¹,

Lopes

Soares

et al. 2021

Communications in Computer and Information Science

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The article refers to an investigation into curricular integration (CI) strategies of computer simulations (CS), level of guidance and teacher mediation on the given tasks when using a CS, in the recognition and conceptual elaboration of the structure of the matter and alterations in the physical state at a microscopic level, in tasks with same degree of orientation and the perception of autonomy by students in the 5th grade. Quantitative and qualitative methods were used. Regarding curricular integration strategies, the class with the best results was the class in which the EXPLORA 1 strategy was applied. With regard to task guidance, the groups submitted to a moderate guidance degree were those who obtained the best learning results. In relations to mediation, the results of mediation are not independent of students' learning and the perception that the student' have about the autonomy and the time they have for the autonomous work. We conclude that autonomy with low guidance can be ineffective and the mediation with a lot of teacher intervention in the context of moderately guidance task can also reduce effectiveness.

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Utility and usability as factors influencing teacher decisions about software integration

Cited by 28 publications

References 30 publications

ICT Integration Practices of STEM Teachers in TVET

ICT Integration Practices of STEM Teachers in TVET

Predicting the Determinants of Dynamic Geometry Software Acceptance: A Two-Staged Structural Equation Modeling — Neural Network Approach

Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

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