Use Of Technology In Classroom Research Articles

Public Health Students and Instructors Weigh in on Generative Artificial Intelligence: Are They on The Same Page?

Generative artificial intelligence (genAI) technology is used among students, yet it remains unclear how public health students and instructors perceive it to be effective in a learning environment. We described how and why public health students and instructors are using genAI technology along with their perceived benefits and limitations of using genAI, noting where perceptions overlap. We surveyed public health students and instructors at a higher education institution in the United States. Student survey questions covered which genAI technologies they used, which activities they used genAI for, and perceived benefits and limitations of using genAI. Questions for instructors covered which genAI technology they used, course activities genAI was integrated, and perceived benefits and limitations of using genAI. Student respondents ( n = 300) indicated using genAI technology for writing or clarifying concepts. Students and instructors ( n = 62) agreed genAI technology could save time on tedious tasks and will be part of our future workforce. They agreed that appropriate use in the classroom will better prepare future professionals. Alternatively, students and instructors indicated genAI may impede learning, produce inaccurate information, and pose opportunities for unethical behavior. While students and instructors agree on many aspects of genAI technology, instructors should be explicit about their expectations and rationale for use of genAI technology in classrooms.

Exploring English lecturers’ self-efficacy in the use of educational technology in post COVID-19 pandemic

This study examines the levels of self-efficacy and factors influencing the self-efficacy on the use of educational technology among English lecturers in Islamic higher education institutions in East Java, Indonesia, in the post-COVID-19 pandemic. There are two research questions addressed: 1) What levels of self-efficacy do the lecturers exhibit on the pedagogical skills and actual use of educational technology in the post–COVID–19 pandemic? 2) What factors influence the lecturers’ self-efficacy on the use of educational technology in the post–COVID–19 pandemic? Utilizing a survey research design, data were collected using an adapted version of the Professional Self-Efficacy Scale for Information and Communication Technology Teachers (PSES) questionnaire. The data from 37 participants were then analyzed using descriptive statistics. The result showed that the lecturers’ self-efficacy in their pedagogical skills and the actual use of educational technology was moderate, and they will continue integrating educational technology in their classrooms in the post–COVID–19 era. Moreover, the qualitative data indicated that the lecturers had moderate skills in using technology with limited educational technology tools. Age, gender, qualifications, and teaching experience emerged as factors influencing the lecturers’ self-efficacy on the use of educational technology in classrooms. The findings highlighted the need for English lecturers in Islamic higher education institutions to broaden their skills in using educational technology for learning. Policymakers need to design appropriate strategies to enhance lecturers’ pedagogical practices in using educational technology for online learning to ensure effective and efficient teaching in the post-COVID-19 pandemic.

Constructivist Beliefs And The Attitudes Towards Computers As Predictors Of Classroom Technology Use Amongst Pre-Service Teachers

Despite vast improvements in technology infrastructure and classroom technology implementation across Malaysia, there still remain teachers who fail to seamlessly integrate technology in their lessons. Potential explanations for this behaviour span from low self-efficacy and computer anxiety to personal attitudes and beliefs. Technology has been shown to aid learning and even contribute to an improvement in standardized test results when integrated into the curriculum in a meaningful manner. This study investigates the causes for the reluctance to integrate technology in classrooms. It also looks into whether it can be understood from teachers' attitudes towards computers or from their constructivist teaching beliefs. A correlational research study was conducted with 135 pre-service teachers from 3 public Malaysian universities. Multiple regression analysis was performed to establish the predictive value of the variables. Our analysis showed that teachers’ attitudes towards computers can directly predict how likely they are to incorporate technology in their lessons. However, constructivist beliefs did not predict pre-service teachers’ intention to use technology in the classroom. Additional analysis and t-test found that female teachers were significantly less likely to want to incorporate technology in their lessons when compared to males. We concluded that when teachers’ attitudes towards computers are more positive, they are more likely to use technology in their future lessons. However, this may not apply across the board, with female teachers appearing less likely to utilise technology when compared with male teachers.

Technology, Pedagogy, and Content Knowledge: An Australian Case Study

Teacher Education students, at the bachelor’s and post-graduate level, complete programs that expose them to educational theories and best teaching practices. However, the extant literature has repeatedly demonstrated that many preservice teachers (PST) are unprepared to apply such knowledge to real-world educational settings. The problem may be particularly acute when it comes to the use of technology in classrooms. Given increasing government investment in technology and the burgeoning digital industries, teachers can play a critical role in demonstrating the effective use of technology in the course of teaching and learning. This study used a survey based on the Technological Pedagogical Content Knowledge (TPACK) model to evaluate PSTs self-perceived competencies in integrating technology into their teaching practices. Over a span of two years, PSTs enrolled in a unit offering six weeks’ professional experience were invited to respond to the survey and rate their cognizance of relevant teaching practices. Respondents indicated some familiarity with TPACK, but significant gaps were also evident. Moreover, despite the lack of significant differences among age groups in PSTs perceived ability to apply the TPACK model, noticeable differences were observed in their experiences regarding gender and prior employment.

Digital Integration: A Productive Pedagogy and its Efficacy of Language Learning

Technology in Education is the catalyst and has become a ubiquity in bringing education to all and bridge the digital divide. In the field of Teaching and English Language Learning the profound nature of technology plays a multifarious role. It facilitates both the Teacher and the Learner in the form of Digital Tools. A plethora of digital tool gives us multifaceted use of technology in classrooms by Information and Communication Technologies (ICTs). Meticulously using ICT tools will liberate and enable a new way of learning, teaching, communicating, and working collaboratively. The use of digital tools in teaching creates an environment of learner centred education. The intention of this paper is objective to show the impact of the use of ICT tools in English Language teaching among the learners. Incorporating gamification tools creates encouragement and participation also builds teamwork,produce creativity and deep thinking amongst the learners. Therefore, the advancement of technology in education develops an inclusive environment and help the learners to learn the English language. The integration of digital tools in the pedagogy brings the experiential learning among the students and learns the language effectively and productively.

Teachers’ Self-Efficacy and Attitudes towards the Use of Information Technology in Classrooms

This research aims to measure the level of integration of ICT in teaching, learning, and assessment practices during the COVID-19 pandemic. We propose measuring teachers’ attitude, self-efficacy, and skills in using technology because the quality of education during the pandemic was influenced by these factors. An online questionnaire was distributed amongst 189 teachers from all levels of education, from kindergarten to high school, and the sample was described using the means, distribution, and number of years of experience in education. The statistical analyses employed for the quantitative data included correlational study and mediation analysis. We found a correlation between gender, environment, barrier level and teachers’ attitude, self-efficacy, and skills. Also, the teachers’ attitude mediates the association between ICT skills and ICT integration in the educational process. The results reveal high positive scores in terms of ICT integration in teaching practices, teachers’ attitude, self-efficacy, and ICT skills. The novelty of this research is that this is the first time a questionnaire based on attitude, self-efficacy, ICT skills, and ICT integration in the classroom has been applied in the northern Moldavian region of Romania, and the results underline the educational implications for in-service teacher training.

Impact of ICT-Driven Teacher Professional Development for the Enhancement of Classroom Practices in South Africa: A Systematic Review of Literature

Education is critical to the development of any country. The quality of education depends on the quality of teachers in the education system. Studies affirm that the initial teacher education that teachers enter the teaching profession with, is not enough to sustain the education system. Hence, there is a need for continuing life-long learning for teachers to keep abreast of their profession. Seemingly, teachers play a significant role in the integration of ICT into teaching and learning. Therefore, adequate and regular professional development of teachers is paramount to the use of learning technologies in classrooms. This study employed a systematic review of the literature to explore the impact of teachers' exposure to ICT through professional development activities on teaching and learning success. The TPACK framework was adopted as an underpinning lens to understand the phenomenon. The study affirms that the professional development of teachers should be situated within ICT pedagogical and content-related content to capacitate teachers' ICT knowledge and skills. Hence, teachers' ICT knowledge enhances classroom instructional delivery, using various learning technologies in teaching and learning. The study recommends adequate and regular capacity building for teachers with ICT training, while teachers should be supported with ICT gadgets and resources. Follow-up should be designed to ensure teachers’ adoption and use of ICT for teaching and learning in South African schools, to familiarise their learners with various learning technologies, and to enhance their academic performances.
 
 Received: 17 April 2023 / Accepted: 29 July 2023 / Published: 5 September 2023

Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?

To unfold the potential of learning with technology in classrooms, teachers must be prepared to integrate it meaningfully and with high instructional quality. Professional development (PD) is an important avenue for preparing in-service teachers to integrate technology into their teaching. Whereas existing research indicates that teachers’ motivation predicts classroom technology use and participation in PD, knowledge about other predictors (e.g., technology-related knowledge and personality) is scarce. This scarcity is surprising because technology-related prior knowledge and, for example, conscientiousness are especially important in systems in which teachers choose PD voluntarily. In this study, we analyzed unique data from 321 in-service teachers whose schools were randomized to receive one-to-one technology. Using sequential linear and nonlinear regression, we examined the extent to which teachers’ will, skills, and conscientiousness simultaneously (rather than separately) predicted their intentions to participate in technology-related PD. Controlling for important personal and contextual characteristics, we found robust evidence that the perceived utility of technology in classrooms was a stronger predictor of participation intentions than technology-related knowledge and conscientiousness. Contrary to existing assumptions, our findings illustrate that teachers should still be made aware of the utility of technology for instruction to strengthen their intentions to participate in technology-related PD.

Exploring Parents’ Technology Attitudes and Practices in the Context of School-Issued One-to-One Devices in Kindergarten

School districts are quickly adopting one-to-one mobile device programs for children as early as kindergarten, but evidence of successful device integration is mixed. One important area to consider is the home-school connection, i.e., the role of parents and the home environment in supporting or hindering children’s school-based technology use. Previous research has looked extensively at teacher-related barriers and facilitators of classroom technology use, as well as parent-related barriers and facilitators of home technology use. However, the home and school spheres are highly interconnected, especially for young children. Therefore, this survey-based case study explored the relationships between children’s at-home technology use, their parents’ attitudes towards technology, and their in-school tablet use utilizing a sample of 258 parents of kindergartners in a racially and socioeconomically diverse district that had recently adopted a one-to-one tablet program. Results highlight the ubiquity of kindergartners’ home device use and parents’ general optimism towards both home- and school-based digital devices.

The preschool teachers' perspective of digital technology use in classrooms: A case study of North Maluku province, Indonesia

The significance of information and communication technologies in the educational sector in the last few decades has tremendously increased. The current study aims to examine the significance of various individual factors such as teachers' self-concept, self-efficacy and ICT-related subjective self in predicting their perceptions of ICT usability leading to enhance preschool children’s learning outcomes. To achieve the study objectives, the authors applied a quantitative research methodology. After surveying 386 preschool teachers in 55 preschools, the data were analyzed using SmartPLS software. Most educational institutions have transformed their traditional modes of education into virtual classrooms. Technological intrusion in the educational sector has increased during COVID-19 and is persistent in the post-COVID era. Similarly, in universities and colleges, the inclusion of digital technologies in preschools has remarkably increased. The current study adds value to the existing body of literature by extending the existing TAM3 to TAM3+ by adding a new domain of subjective self and predicting preschool teachers' ICT usage in the classrooms and the interaction of this usage with technical support to enhance the preschool children’s learning outcomes.

STUDENTS’ DISCOURSES DURING THE ONLINE DISTANCE LEARNING IN THE FIRST WAVE OF THE COVID19 PANDEMIC: AN ACTION RESEARCH WITH STUDENTS AS CO-RESEARCHERS

The COVID-19 pandemic affected education communities by turning students and teachers abruptly to online teaching. This imposition of digital education is being investigated by various researchers all over the world since it has changed the way we conceive of the use of technology in classrooms and in our lives in general. Nevertheless, the students’ voice is being neglected and not taken seriously into account. In this paper an action research is presented with the teacher acting as researcher and the students as co-researchers. This action research took place during the first wave of the pandemic (March 2020-May 2020) in Crete, Greece. The students, after investigating the online education in general and after various discussions, in their final accounts reflected upon a. the changes in their role as students, b. the changes in the role of the teacher, c. they proposed the role that a teacher should have today. The teacher-researcher analyzed these three categories with Critical Discourse Analysis to identify the discourses the students promoted or silenced. The findings showed that online education is not a success story as promoted by researchers, policymakers, and other stakeholders; rather it lacks human elements like humor, psychological support, and instant interaction.

Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom

AbstractThe use of two‐dimensional images to teach students about three‐dimensional molecules continues to be a prevalent issue in many classrooms. As affordable visualization technologies continue to advance, there has been an increasing interest to utilize novel technology, such as augmented reality (AR), in the development of molecular visualization tools. Existing evaluations of these visual–spatial learning tools focus primarily on student performance and attitude, with little attention toward potential inequity in student participation. Our study adds to the current literature on introducing molecular visualization technology in biochemistry classrooms by examining the potential inequity in a group activity mediated by AR technology. Adapting the participatory equity framework to our specific context, we view equity and inequity in terms of access to the technological conversational floor, a social space created when people enter technology‐mediated joint endeavors. We explore three questions: What are the different ways students interact with an AR model of the potassium channel? What are salient patterns of participation that may signify inequity in classroom technology use? What is the interplay between group social dynamics and the introduction of AR technology in the context of a technology‐mediated group activity? Pairing qualitative analysis with quantitative metrics, our mixed‐methods approach produced a complex story of student participation in an AR‐mediated group activity. The patterns of student participation showed that equity and inequity in an AR‐mediated biochemistry group learning activity are fluid and multifaceted. It was observed that students who gave more explanations during group discussion also had more interactions with the AR model (i.e., they had greater access to the technological conversational floor), and their opinion of the AR model may have greater influence on how their group engage with the AR model. This study provides more nuanced ways of conceptualizing equity and inequity in biochemistry learning settings.

One-person armies: the border-crossing Taiwanese native-language teachers in technology-rich classrooms

ABSTRACT The purpose of this study was to explore native-language teachers’ efforts in technology-rich classrooms. The advancement of classroom technology and educational policies in Taiwan prompted native-language teachers to leverage technology that improved learning and instruction in native languages. Fifteen senior teachers participated in in-depth interviews and shared their observations and teaching experiences. Results showed that native-language teachers, while working mostly alone, leveraged technology as learning scaffolds, show-and-tells, and tools for mastery. However, teachers struggled with approaching, smoothing out, and stabilizing the use of technology in classrooms due to the marginal availability of both subject matter and technological content. The researchers examined the teachers’ experiences in the light of border pedagogy, where teachers in marginalized subjects such as native languages must accommodate, connect, and empower themselves and learners by using culturally aware technologies. Clearly, both native-language education and assisted technology should move beyond the function of transmission and technician.

Using Smartphones in Teaching English to Secondary School Students in South Africa

This study aimed to explore teachers’ experiences of using smartphones in teaching and learning English in Capricorn South Circuit, Limpopo Province. We used a qualitative research approach and adopted a case study design to conduct the study. Purposive sampling strategy was used to select data from six teachers. Data were collected through three methods, namely; interviews, observation and a reflective journal. We adopted Strauss and Corbin’s Model to analyse data. Thus, the study generated three findings: (a) reluctance among some teachers to use smartphones in teaching and learning; (b) challenges experienced at schools such as contextual factors (e.g., poor network coverage) and disruptive learners; as well as (c) strategies used by teachers to plan and implement the use of smartphones in teaching and learning to determine its success. These findings have major implications for the use of smartphones in teaching English in schools. Therefore, the study recommends that there be training for teachers regarding the use of smartphones in teaching. Additionally, the study recommends that the school management should be supportive and actively involved in the implementation of using of smartphones for teaching and learning in schools. In conclusion, teachers should ensure that timeous and thorough planning is done to ensure success if the use of smartphones is to succeed. This study is significant because it emphasises the need for a shift in teaching from a teacher-centred approach to a learner-centred approach that incorporates the use of technology in classroom.

The Effect of Competence on Teacher Performance through the Ability to Use Technology

It is possible to assess a teacher's effectiveness in the classroom by comparing their actual performance over a given time period to predetermined performance standards designed to bring about the desired educational outcomes. Performance criteria can be used for this sort of assessment and evaluation. The goal of this study is to analyze the effectiveness with which teachers at MTSN 1 Makassar use technology to determine the impact of competition on their performance. In addition, this study seeks to answer the question of whether or not modern technology can be used as a moderating factor. The 104 respondents were all students at Makassar's MTSN 1. Primary data were used for this study, meaning they were collected firsthand from people interested in the topic (in this case, educators at MTSN 1 Makassar) through the use of questionnaires. Test results suggest that teachers' effectiveness improves when they make effective use of classroom technology and other resources. Ability to utilize technology can serve as a go-between for a teacher's competence and effectiveness.

Pre-service EFL teachers’ motivational beliefs about instructional use of technology: development and validation of a scale

This article presents the development and validation of the Pre-Service EFL Teachers’ Motivational Beliefs about Instructional Use of Technology scale (PTMB-EFL) using a randomly split sample. Confirmatory factor analysis supported a 23-item six-factor structure of the PTMB-EFL generated from exploratory factor analysis. Significant correlations between the PTMB-EFL factors and teachers’ perceived actual classroom technology use practices supported the concurrent validity of the PTMB-EFL. A second-order confirmatory factor analysis further provided empirical evidence to consider motivational beliefs about instructional use of technology as a unitary construct with six correlated but distinct motivational belief factors. In addition, unlike previous technology acceptance studies, this study revealed that among the six types of motivational beliefs, growth mindset was the strongest predictor of perceived actual classroom technology use practices. The PTMB-EFL can be used as an evaluation tool to appraise pre-service EFL or ESL teacher technology-based English teaching experience during their practicum, and as a research tool to investigate more associations between instructional use of technology and other contextual and teacher factors.

Primary School Teachers’ Perception on the role of ICT in Collaboration in England/ İngiltere'de İlkokul Öğretmenlerinin Bilgi İletişim Teknolojilerinin (BİT) İşbirliğindeki Rolüne İlişkin Algısı

Technology is ubiquitous and taken-for-granted part of everyday life and education that has become intrinsic in daily life. In many areas, especially education, information and communication technologies (ICT) are seen as being a significant agent for change and improving pedagogical practices, as there has been positive discourse around their value. Teachers’ accounts of everyday classroom use of technology are being explored to build a theoretical, pedagogical, and practical understanding of educational practice that involves technology as an intrinsic component of the classroom. As technology continues to evolve, educational praxis and pedagogy change alongside it. It is therefore important to explore what the role of technology is, as reported by practitioners in mainstream schools within an intensive and particularly challenging urban context. The current study aims to understand teachers’ use of technology in their daily classroom practices to contribute to collaboration between teachers and pupils. Twelve interviews were conducted with primary school teachers in England. The participating teachers came from five different schools based in South and North London, and one school in West London. The findings of the current study showed ICT supports interaction and collaboration; thus, pupils can learn from each other with the supportive pedagogical features of ICT. However, collaboration is limited to creating posters and slides, and also there is limited practices of collaboration between pupils with and without special educational needs and disabilities (SEND), so collaboration that supports problem-solving skills and the development of metacognitive skills was reported as typically absent.

Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user

With the prevailing use of digital technology in language education around the globe, CALL normalization (Bax, 2003) seems to finally be approaching reality. This study revisits the concept by examining how an English as a foreign language (EFL) teacher and a claimed reluctant user of technology, Ada, navigates the ecology of CALL practice. Data from 64 h of classroom observation and multiple in-depth interviews were organized into five episodes of a hypothetical day of Ada's work life that show Ada intentionally and thoughtfully choosing her use and non-use of CALL applications. Drawing on an ecological perspective from Asia, the analysis reveals that the synergy between Ada's intentionality and technology can be considered akin to the constant dynamic balancing of the Yin–Yang relationship, in which Yin can be Ada's teacher intentionality, while Yang can be her symphonic use of technologies. The study then considers how the Yin–Yang ecological perspective and its features of complementarity, balance, and mutual constitution shed light on CALL practice as a new normal. Suggestions for CALL teacher education are provided.

IPads in First Grade Classrooms: Teachers’ Intentions and the Realities of Use

Technology use in elementary school classrooms is growing in frequency as school districts adopt higher rates of technology ownership per student. With increased access, it is critical to examine both teachers’ intentions and the actual use of technology in their classroom environment. This qualitative study uses interviews to examine teachers’ intentions toward iPad use in 1st grade classrooms (students aged 6 to 7 years old) in the United States paired with classroom observations to document how the iPads are used within teachers’ teaching practices with students. Data from this study documents teachers’ clear and consistent intentions for iPad use in their classroom to support their pedagogical goals of differentiation and providing more small group instruction. However, classroom observations document both opportunities and challenges of use including increased time and effort spent managing the devices and student behavior. The results provide detailed descriptive data of the realities of iPad use in 1st grade classrooms and document that technology use in classrooms is a complex and multifaceted experience for both students and teachers.

Teachers’ understanding of the concept of ‘embedding’ digital technology in education

ABSTRACT The task of effectively embedding digital technology use in classrooms is among the challenges currently faced by educators in Ireland and internationally. This paper builds on analyses conducted as part of a longitudinal evaluation of Ireland's Digital Learning Framework. Findings suggest that many teachers – especially at the post-primary level – have a somewhat restricted view of what ‘embedding’ means in this context. Such responses indicate a focus on using digital devices for activities that would be happening in the classroom already, rather than embracing more flexible and constructivist pedagogical approaches to take advantage of the range of options provided by digital technology for teaching, learning and assessment. This implies that even if all of the infrastructure and connectivity needs of schools in Ireland are met over the coming years – itself a substantial task – there is a risk that teachers may not use these devices as effectively as could be. We argue that digital technology in the classroom can open up new possibilities for how education (teaching, learning, assessment) is carried out. We explore how teachers’ understanding of the concept of ‘embedding’ can be strengthened and the envisaged impact on children’s education of doing so.