A Model-Based Investigation of Learner Attitude towards Recently Introduced Classroom Technology

Abstract

Introduction Recent technological advancements have provided educators and learners with new tools to support in-class instruction and coursework. Hence integrating technology into classrooms is a growing initiative that is becoming an important and growing part of educational culture and university life (Bratina, Hayes, & Blumsack, 2002; Wiley 21). For instance, California's educational budget provided a total of $433 million in 2003 to increase the use of technology in schools and universities. In 2008 the United States provided $273 million funding to secondary and high schools to support the deployment and integration of educational technology into classroom instruction. Classroom Technology is the collection of software, hardware and, processes that facilitate learning (and teaching) and thus impact (mostly positively) the learner's attitude and performance (Govindasamy 2002; Khan 2000). Similarly, learner attitude is defined as the impact or influence of classroom technology on a student's disposition towards learning and this can be positive, negative, or neutral (meaning no change). From September 2007 to September 2008, a University in Qatar (a country in the Middle East Gulf region) was fitted with classroom technology with the prime aim of creating an interactive and conducive learning environment. Within this context the issues that were considered pertinent in initial post-implementation stage, as far as learner attitude was concerned, were: --experience with basic Information and Communications Technologies ICTs) and their effect on learner (Liaw, Huang, & Chen, 2007). --broadening of classroom technology initiated communications channels and its impact on learning and absorbing abilities of students (Urden & Weggen, 2000). --level of learning independence created through use of classroom technologies (Cuban, 1993). --level of difficulty related to both the operational (know how to use) and situational (in working order) aspects of classroom technologies (Bannan-Ritland, Dabbagh, & Murphy, 2000; Singh, 2000). Consequently the prime focus of this study is on the introduction of an assortment of classroom technologies (i.e., a combination of audio-visual equipment and online systems) within a university (i.e., higher education) and their impact on the learners' attitude. According to a number of academics in the educational technologies field, through the implementation of educational technology student attitude tends to improve, and the students are also better prepared to enter and succeed in the digital workplace (Chen, Lee, & Chen, 2005; Liaw, 2004). Similarly, many collaborative learning theories argue that human interaction is a vital ingredient to learning and classroom technologies tend to increase the bandwidth of face-to-face (especially written and gestural) communication avenues, which creates an exchange environment where information is shared and enriched through application of classroom technologies (Bharati, 2003; Liaw & Huang, 2003). These views raise a number of questions; namely, Do classroom technologies create a platform for enhanced communications? Do classroom technologies provide new channels for information acquisition and exchange? Do classroom technologies help learner with self-directed learning by accessing relevant materials on their own? With these questions in mind and forming the research objective, the investigation examined the impact of classroom technology (which included a combination of laptop, overhead projector, document camera, DVD player, speakers, video-conferencing facility, and in-class wireless internet access) on learner attitude. As exploratory research, two focus groups (one for male and one for female students) were conducted to identify the key variables of classroom technology-related learner attitude (see Table 1). The university student population is segregated into males and females. …