Education communication Technology

Permanent URI for this collectionhttps://repository.tmu.ac.ke/handle/123456789/144

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An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning
(International Forum of Educational Technology & Society, 2009-07-01) Sung, Youl Park
Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning selfefficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users’ acceptance of e-learning. E-learning selfefficacy was the most important construct, followed by subjective norm in explicating the causal process in the model.
Bridging the Gap: Technology Trends and Use of Technology in Schools
(: Journal of Educational Technology & Society, 2013-04-01) Cher, Ping Lim; Yong, Zhao; Jo, Tondeur; Ching, Sing; Chin-Chung, Tsai
Considerable investment has been made to bring technology to schools and these investments have indeed resulted in many “success stories.” However there are two significant gaps in educational uses of technology that must be addressed. The first is a usage gap. Compared to how and how much today’s students use technology outside school, in-school technology usage is much less intensive and extensive. The second is an outcome gap. Compared with the outcomes achieved through investment in technology in sectors outside education, the gains in terms reduced costs and increased productivity achieved by schools is significantly smaller. This article discusses the causes of these two gaps and provides suggestions for bridging them by engaging in discussions about effective teaching and committing to technology planning.
PERCEPTIONS OF TEACHERS OF ENGLISH LANGUAGE TOWARDS THE ROLE OF DEPARTMENTAL COLLABORATIVE SUPERVISION ON THEIR PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN KENYA.
(Indian Journal of Applied Research, 2021-02-01) Napwora, Wekesa Jesse
This paper highlights the results of a research conducted in Bungoma County, Kenya between 2017 and 2018. The purpose of this study was to investigate the Perceptions of Teachers of English language towards the role played by Departmental Collaborative Supervision on their Professional Development in Secondary Schools in Kenya. The study was based on the Mixed Methods Research Approach; it adopted the Constructivist, Cognitivist and Transformational theories of adult learning and the Pragmatic Philosophical Paradigm and the Explanatory Design. Proportionate stratied random sampling, simple random sampling and purposive sampling techniques were used to get the sample. The questionnaire and interview schedule were used to collect data from teachers of English and heads of department (HoD) from selected secondary schools in Bungoma County. The sample involved 216 participants. The data were analysed using descriptive statistics. Findings revealed that teachers of English language and their HoD have positive perceptions of the role Departmental Collaborative Supervision plays on their professional development in terms of their knowledge, skills and experience; pedagogy; cognitions and meeting learners' needs. It can be concluded that DCS improves the cognitions of the Teachers of English Language and helps them develop professionally. Consequently, it is recommended that teachers of English, departments/schools and the Ministry of Education, Science and Technology should adopt and support collaborative supervisory practices in order to improve students' learning and teachers' professional development.
The Effect of the Digital Classroom on Academic Success and Online Technologies SelfEfficacy
(International Forum of Educational Technology & Society, 2016-10-01) Mehmet, Arif Ozerbas; Bilge Has Erdogan
This study aimed to observe whether the learning environment created by digital classroom technologies has any effect on the academic success and online technologies self-efficacy of 7th grade students. In this study, an experimental design with a pre-test/post-test control group was used. The research was conducted with 58 students in a secondary school of Ankara. At the beginning of the study, the students in the experimental and control groups used the “Academic success test” developed by the researcher and “Online Technologies Self-Efficacy Scale” developed by Miltiadou and Yu (2000) as pre-tests. At the end of the four-week experimental period, both groups used the same scales as post-tests. The results of this research have indicated that there is a meaningful difference in terms of academic success in favour of the experimental group. However, it has been shown that there is no meaningful difference in students’ online technologies self-efficacy. This research results are expected to provide useful information about the digital classroom’s being used at schools. In addition, when the importance digital classroom gave to interaction between parents and the school was thought, including parents into the research process may help to see the shortcomings clearly and develop the digital classroom.
Use of Computer Technology to Help Students with Special Needs
(Princeton University, 2000-09-01) Ted S. Hasselbring .; Candyce H. William
Millions of students across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to partic- ipate in a typical classroom environment. For these students, computer-based tech- nologies can play an especially important role. Not only can computer technology facilitate a broader range of educational activities to meet a variety of needs for stu- dents with mild learning disorders, but adaptive technology now exists than can enable even those students with severe disabilities to become active learners in the classroom alongside their peers who do not have disabilities. This article provides an overview of the role computer technology can play in pro- moting the education of children with special needs within the regular classroom. For example, use of computer technology for word processing, communication, research, and multimedia projects can help the three million students with specific learning and emotional disorders keep up with their nondisabled peers. Computer technology has also enhanced the development of sophisticated devices that can assist the two million students with more severe disabilities in overcoming a wide range of limitations that hinder classroom participation--from speech and hearing impairments to blindness and severe physical disabilities. However, many teachers are not adequately trained on how to use technology effectively in their classrooms, and the cost of the technology is a serious consideration for all schools. Thus, although computer technology has the potential to act as an equalizer by freeing many students from their disabilities, the barriers of inadequate training and cost must first be overcome before more wide- spread use can become a reality.