COMPUTERS IN THE SCHOOLS最新文献_第10页

Teachers’ Perceptions of First-Year Implementation of Computer Science Curriculum in Middle School: How We Can Support CS Initiatives 教师对中学计算机科学课程第一年实施的看法:我们如何支持计算机科学计划

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COMPUTERS IN THE SCHOOLS Pub Date : 2021-04-03 DOI: 10.1080/07380569.2021.1911540

Suhkyung Shin, Jongpil Cheon, Sungwon Shin

引用次数: 2

Attitude toward Computers and Critical Thinking of Postgraduate Students as Predictors of Research Self-Efficacy 计算机态度与批判性思维对研究生研究自我效能感的影响

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COMPUTERS IN THE SCHOOLS Pub Date : 2021-04-03 DOI: 10.1080/07380569.2021.1911554

Hatice Odacı, E. Erzen

{"title":"Attitude toward Computers and Critical Thinking of Postgraduate Students as Predictors of Research Self-Efficacy","authors":"Hatice Odacı, E. Erzen","doi":"10.1080/07380569.2021.1911554","DOIUrl":"https://doi.org/10.1080/07380569.2021.1911554","url":null,"abstract":"Abstract The purpose of this study was to examine to what extent the attitude toward computers and disposition to critical thinking of postgraduate students in the field of educational sciences predicted their research self-efficacy and to investigate the difference in these variables on the basis of students’ postgraduate education levels. Participants were 197 postgraduate students in the field of educational sciences in eight different public universities in Turkey: 105 (53.3%) doctoral students, 92 (46.7%) master’s students. The results revealed a significant positive attitude between research self-efficacy and critical thinking. The results also showed that attitude toward computers and critical thinking accounted for 3% of total research self-efficacy variation; and that of these two variables, critical thinking made a significant contribution to the model. Based on ongoing levels of education, there was a significant difference between the research self-efficacies of master’s and doctoral students. The source of this variation was attributed to doctoral students’ research self-efficacy scores being significantly higher than those of master’s students. Additionally, results showed a significant difference between attitudes toward computers of master’s and doctoral students.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"125 - 141"},"PeriodicalIF":0.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1911554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49067802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Skipping the Source and Checking the Contents: An in-Depth Look at Students’ Approaches to Web Evaluation 跳源查目：学生网络评价方法的深入研究

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COMPUTERS IN THE SCHOOLS Pub Date : 2021-04-03 DOI: 10.1080/07380569.2021.1912541

Sarah McGrew

引用次数: 4

Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers 新冠肺炎期间2020年春季远程教学的适应：高级就业统计教师的观点

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COMPUTERS IN THE SCHOOLS Pub Date : 2020-11-04 DOI: 10.1080/07380569.2022.2090764

Teresa M. Ober, Matthew F. Carter, Meghan R. Coggins, Audrey Filonczuk, Casey Kim, Maxwell R. Hong, Ying Cheng

{"title":"Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers","authors":"Teresa M. Ober, Matthew F. Carter, Meghan R. Coggins, Audrey Filonczuk, Casey Kim, Maxwell R. Hong, Ying Cheng","doi":"10.1080/07380569.2022.2090764","DOIUrl":"https://doi.org/10.1080/07380569.2022.2090764","url":null,"abstract":"Abstract During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < .01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"342 - 372"},"PeriodicalIF":0.9,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49481890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Development of the Usage Rating Profile-Web Resource (URP-WR): Using Assessment to Inform Web Resource Selection Web资源使用评级档案(URP-WR)的开发:使用评估来通知Web资源选择

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COMPUTERS IN THE SCHOOLS Pub Date : 2020-10-01 DOI: 10.1080/07380569.2020.1835388

Nina Mandracchia, Wesley A. Sims

{"title":"Development of the Usage Rating Profile-Web Resource (URP-WR): Using Assessment to Inform Web Resource Selection","authors":"Nina Mandracchia, Wesley A. Sims","doi":"10.1080/07380569.2020.1835388","DOIUrl":"https://doi.org/10.1080/07380569.2020.1835388","url":null,"abstract":"Abstract As technology use continues to rapidly increase, so too does consumer use of web-based resources. While important, accessibility is often overemphasized by users when consuming and evaluating web resources. This prioritization may have particularly negative consequences for the selection of supports or interventions in educational settings. This study outlines the development of Usage Rating Profile-Web Resource (UPR-WR), an assessment designed to support the identification, evaluation, and use of web resources. Additionally, preliminary validity evidence supporting the URP-WR interpretation and use argument (IUA) is presented. Content validation and exploratory factor analyses results yielded an URP-WR comprised of 31 items across four identified factors: plausibility, accessibility, appearance, and systems support. Extracted factors demonstrated acceptable reliability estimates (α = 0.82–0.93) and levels of social validity. This resulting URP-WR stands to provide assessment data that will aid educators in selecting web resources of quality for use in a practical setting.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"269 - 291"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1835388","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49089254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating Educational Technology in Mathematics Education in Economically Disadvantaged Areas in South Africa 将教育技术融入南非经济困难地区的数学教育

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COMPUTERS IN THE SCHOOLS Pub Date : 2020-10-01 DOI: 10.1080/07380569.2020.1830254

P. Saal, M. Graham, L. van Ryneveld

{"title":"Integrating Educational Technology in Mathematics Education in Economically Disadvantaged Areas in South Africa","authors":"P. Saal, M. Graham, L. van Ryneveld","doi":"10.1080/07380569.2020.1830254","DOIUrl":"https://doi.org/10.1080/07380569.2020.1830254","url":null,"abstract":"Abstract This qualitative case study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) created by Venkatesh, Morris, Davis, and Davis (2003) to investigate the elements that facilitate and hinder the integration of educational technology in mathematics education in economically disadvantaged areas of South Africa. Semi-structured interviews were conducted with two school leaders and three Grade 5 mathematics teachers from two smart schools, one in Gauteng and the other in the Western Cape Province, which were conveniently and purposefully selected. Additionally, one mathematics lesson was observed at each of these schools. To analyze the responses from interviews, content analyses were used. Findings showed that facilitating conditions such as adequate technological infrastructure and qualified information technology technicians influenced the actual teacher use of educational technology in mathematics instruction. However, social influence had the largest impact on these teachers’ integration of educational technology in mathematics education. Implications for practice are discussed.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"253 - 268"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1830254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44877703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Co-Designing a New Educational Tablet App for Preschoolers 为学龄前儿童共同设计一款新的教育平板电脑应用程序

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COMPUTERS IN THE SCHOOLS Pub Date : 2020-10-01 DOI: 10.1080/07380569.2020.1830253

Lara Hoareau, Youssef Tazouti, J. Dinet, Aude Thomas, Christophe Luxembourger, Blandine Hubert, Jean-Paul Fischer, Annette Jarlégan

引用次数: 0

Factors Influencing K-12 Teachers’ Intention to Adopt Mobile Devices in Teaching 影响K-12教师在教学中使用移动设备意愿的因素

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COMPUTERS IN THE SCHOOLS Pub Date : 2020-10-01 DOI: 10.1080/07380569.2020.1830257

Shun Xu, Sha Zhu

{"title":"Factors Influencing K-12 Teachers’ Intention to Adopt Mobile Devices in Teaching","authors":"Shun Xu, Sha Zhu","doi":"10.1080/07380569.2020.1830257","DOIUrl":"https://doi.org/10.1080/07380569.2020.1830257","url":null,"abstract":"Abstract Based on an extensive literature review, in this study we proposed a model of influencing factors that affect teachers’ intention to adopt mobile devices in teaching. An online survey questionnaire was developed to investigate K-12 teachers’ intention to adopt mobile devices in teaching and the influencing factors of that intention. Partial least squares (PLS) was employed to validate the proposed model and hypotheses using data collected from 132 primary and secondary school teachers. Results showed that teachers’ attitude and technology beliefs, and their self-efficacy regarding mobile-based teaching had significant positive impacts on their intention to adopt mobile devices in teaching. Meanwhile, teachers’ mobile device skills and mobile-based pedagogical knowledge strongly influenced their self-efficacy of mobile device-based teaching. Finally, the subject culture clash had a significant negative influence on teachers’ attitudes, technology beliefs, and self-efficacy toward mobile-based teaching. Based on these findings, we put forward a number of suggestions to promote teaching using mobile devices.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"292 - 309"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1830257","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49120874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Once they’ve Experienced it, will Pre-Service Teachers be Willing to Apply Online Collaborative Learning? 一旦他们体验过，职前教师会愿意应用在线协作学习吗?

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COMPUTERS IN THE SCHOOLS Pub Date : 2020-10-01 DOI: 10.1080/07380569.2020.1834821

Adva Margaliot, D. Gorev

引用次数: 8

The Mediating Effect of Study Approaches between Perceptions of Mathematics and Experiences Using Digital Technologies 学习方法在数学认知和数字技术体验之间的中介作用

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COMPUTERS IN THE SCHOOLS Pub Date : 2020-07-02 DOI: 10.1080/07380569.2020.1793050

Fereshteh Zeynivandnezhad, A. Mousavi, Hiroki Kotabe

{"title":"The Mediating Effect of Study Approaches between Perceptions of Mathematics and Experiences Using Digital Technologies","authors":"Fereshteh Zeynivandnezhad, A. Mousavi, Hiroki Kotabe","doi":"10.1080/07380569.2020.1793050","DOIUrl":"https://doi.org/10.1080/07380569.2020.1793050","url":null,"abstract":"Abstract The learning process of constructing concepts in mathematics can be supported by visualization in graphical, numerical, and symbolic representations. However, previous research suggests that students have not fully taken advantage of the opportunities provided by these technologies. Two key factors, including mathematics conception and mathematics study approaches differentially used such technologies and consequently promote the quality of mathematics education. We hypothesized that these key factors play a key role in this shortcoming. A survey of 442 high school students from Iran was conducted to examine the hypotheses through structural equation modeling. Results confirmed that mathematics conception and mathematics study approaches were associated with students’ experiences and evaluations of using supportive digital technologies in mathematics learning. Moreover, mathematics study approaches mediated the relationship between mathematics conception and students’ experiences and evaluation of using these digital technologies. These findings explain how mathematics conception contributes to learning experiences when students use such digital technologies.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"168 - 195"},"PeriodicalIF":0.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1793050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41613727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5