High school teachers’ perceptions of technology integration in instruction

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Abdellatif Sellami, Malavika E. Santhosh, Jolly Bhadra, Zubair Ahmad
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引用次数: 0

Abstract

Purpose

This exploratory research intends to comprehend the perspectives of high school teachers toward incorporating technology in instruction.

Design/methodology/approach

Drawing upon Davis’s technology acceptance model as a theoretical framework, this study examines several aspects, including teachers’ access to and ease of using technology, as well as the support provided by educational institutions for the integration of technology in teaching. The quantitative data analysis (reliability tests, descriptive statistics, Mann–Whitney test) was computed via Statistical Package for the Social Science software. Furthermore, the study uses structural equation modeling to validate and substantiate the relationships (path analytical model) between the examined variables.

Findings

The key finding points to the fact that female teachers have statistically significant positive beliefs toward technology usage/integration in instruction than their counterparts (i.e. male teachers) (p < 0.01). Even though there exists no significant difference in computer usage/integration of teachers across age, nationality, grade, educational level and years of teaching experience, findings demonstrated the impulse of assisting and acclimating high school teachers to use technology in their education. Conclusively, the study culminates with future scope, considering the derived findings.

Originality/value

The study illustrates a validated framework (through path analytical modeling) for teachers’ technology integration in instructions. It highlights that the extent to which teachers use technology in the classroom is impacted by factors such as their accessibility to technology, comfort with its usage and the level of institutional support they receive for integration.

高中教师对技术融入教学的看法
设计/方法/途径本研究以戴维斯的技术接受模型为理论框架,考察了几个方面,包括教师获取和使用技术的难易程度,以及教育机构为技术融入教学所提供的支持。定量数据分析(信度检验、描述性统计、曼-惠特尼检验)通过社会科学统计软件包进行计算。此外,本研究还采用结构方程模型来验证和证实所研究变量之间的关系(路径分析模型)。研究结果主要发现女教师对在教学中使用/整合技术的积极信念在统计学上显著高于男教师(p <0.01)。尽管不同年龄、国籍、年级、教育水平和教龄的教师在使用/整合计算机方面不存在明显差异,但研究结果表明了帮助高中教师在教育中使用技术并使其适应的冲动。最后,考虑到得出的结论,本研究提出了未来的发展方向。 原创性/价值 本研究(通过路径分析建模)为教师在教学中的技术整合提供了一个经过验证的框架。研究强调,教师在课堂上使用技术的程度受到多种因素的影响,如他们获得技术的机会、使用技术的舒适度以及他们在整合技术方面获得的机构支持水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
On the Horizon
On the Horizon EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
6.20%
发文量
20
期刊介绍: On the Horizon provides an insight into how the changing face of technology is making it possible for educational institutions to form new relationships across geographic and cultural boundaries.
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