确定移动教育的优势和劣势:教师使用移动设备的性别自我评估

IF 3.8 Q2 COMPUTER SCIENCE, INFORMATION SYSTEMS
Judith Balanyà Rebollo, Janaina Minelli De Oliveira
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引用次数: 0

摘要

移动设备具有改变教育和社会的潜力。要实现这一目标,促进移动学习、提高教师的数字和创业技能至关重要。本研究分析了在何种条件下使用移动技术可以支持教师设计、实施和评价教学过程。数据收集采用定量方法,以自我评估工具为基础(Cronbach's alpha = 1.0046)。共有 327 名教育工作者填写了调查问卷,其中包括 67 个以李克特量表计分的项目。自我评估工具为参与者提供了有关其将移动设备用于教育目的的反馈意见和改进建议。结果显示,教师的中位数得分为 7 分,被认为是令人满意的,性别差距为 3.5 分。此外,在七个改进维度中,我们发现了三个维度:科技学习空间(54.74%)、评估(57.65%)和设计活动(59.26%)。总之,这项研究使我们能够分层分析教师对移动学习的教学认知以及在某些培训领域的推论意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Identifying Strengths and Weaknesses in Mobile Education: A Gender-Informed Self-Assessment of Teachers’ Use of Mobile Devices
Mobile devices have the potential to transform education and society. Promoting mobile learning and enhancing teachers’ digital and entrepreneurial skills are essential in achieving this goal. This study analyses the conditions under which the use of mobile technology can support teachers in the design, implementation, and evaluation of teaching and learning processes. Data were collected using a quantitative method based on a self-assessment instrument (Cronbach’s alpha = 1.0046). A total of 327 educators filled out the survey, which included 67 items scored on a Likert scale. The self-assessment tool provided participants with feedback on their mobile device use for educational purposes and suggestions for improvement. The results indicate that the median score of the teachers was 7, which is regarded as satisfactory, with a gender gap of 3.5 points. In addition, three out of seven improvement dimensions were identified: technology learning spaces (54.74%), assessment (57.65%), and design activities (59.26%). In conclusion, the study enabled us to stratify and analyse teachers’ pedagogical perceptions of mobile learning and the significance of inference in certain training areas.
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来源期刊
Applied System Innovation
Applied System Innovation Mathematics-Applied Mathematics
CiteScore
7.90
自引率
5.30%
发文量
102
审稿时长
11 weeks
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