WWW.DISSERTATION.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Dissertations, online materials
 
<< HOME
CONTACTS



Pages:     | 1 |   ...   | 3 | 4 ||

«Journal of Information Technology Education: Research Volume 13, 2014 Cite as: Mac Callum, K., Jeffrey, L., & Kinshuk. (2014). Factors impacting ...»

-- [ Page 5 ] --

Potosky, D. (2002). A field study of computer efficacy beliefs as an outcome of training: The role of computer playfulness, computer knowledge, and performance during training. Computers in Human Behavior, 18(3), 241-255. doi:10.1016/s0747-5632(01)00050-4 Rahimi, M., & Yadollahi, S. (2011). Computer anxiety and ICT integration in English classes among Iranian EFL teachers. Procedia Computer Science, 3, 203-209. doi:10.1016/j.procs.2010.12.034 Sang, G., Valcke, M., Braak, J. v., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers and Education, 54(1), 103-112. doi:10.1016/j.compedu.2009.07.010

Teachers’ Adoption of Mobile Learning

Saadé, R. G., & Kira, D. (2009). Computer anxiety in e-learning: The effect of computer self-efficacy.

Journal of Information Technology Education, 8, 177-191. Retrieved from http://www.jite.org/documents/Vol8/JITEv8p177-191Saade724.pdf Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling (3rd ed.).

New York, N.Y.: Routledge Academic.

Seppala, P., & Alamaki, H. (2003). Mobile learning in teacher training. Journal of Computer Assisted Learning, 19, 330-335. doi:10.1046/j.0266-4909.2003.00034.x Shih, P.-C., Munoz, D., & Sanchez, F. (2006). The effect of previous experience with information and communication technologies on performance in a Web-based learning program. Computers in Human Behavior, 22(6), 962-970. doi:10.1016/j.chb.2004.03.016 Smith, B., & Caputi, P. (2007). Cognitive interference model of computer anxiety: Implications for computer-based assessment. Computers in Human Behavior, 23(3), 1481-1498.

doi:10.1016/j.chb.2005.07.001 Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202. doi:10.1016/j.compedu.2006.11.007 Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test.

Computers & Education, 57(4), 2432-2440. doi:10.1016/j.compedu.2011.06.008 Teo, T., Lee, C. B., & Chai, C. S. (2008). Understanding pre-service teachers’ computer attitudes: Applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24(2), 128-143. doi:10.1111/j.1365-2729.2007.00247.x Theng, Y.-L. (2009, June). Mobile learning for tertiary students: An exploratory study of acceptance of use. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009, Honolulu, HI, USA. Retrieved from http://www.editlib.org/p/31606 Uzunboylu, H., & Ozdamli, F. (2011). Teacher perception for m-learning: Scale development and teachers’ perceptions. Journal of Computer Assisted Learning, 27(6), 544-556. doi:10.1111/j.1365x Vannatta, R., & Banister, S. (2009). Validating a measure of teacher technology integration. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 1134-1140). Chesapeake, VA: AACE.

Vannatta, R. A., & Fordham, N. (2004). Teacher dispositions as predictors of classroom technology use.

Journal of Research on Technology in Education, 36(3), 253-271.

van Raaij, E. M., & Schepers, J. J. L. (2008). The acceptance and use of a virtual learning environment in China. Computers & Education, 50(3), 838-852. doi:10.1016/j.compedu.2006.09.001 Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. doi:10.2190/EC.40.1.d Wang, Y.-S. (2007). Development and validation of a mobile computer anxiety scale. British Journal of Educational Technology, 38(6), 990-1009. doi:10.1111/j.1467-8535.2006.00687.x Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118.

doi:10.1111/j.1467-8535.2007.00809.x Wilfong, J. D. (2006). Computer anxiety and anger: The impact of computer use, computer experience, and self-efficacy beliefs. Computers in Human Behavior, 22(6), 1001-1011. doi:10.1016/j.chb.2004.03.020 Zhang, Z., Tousignant, W., & Xu, S. (2012). Introducing accessible ICT to teacher candidates: A way to address equity issues. Journal of Literacy and Technology, 13(1), 2-18.

–  –  –

Zhao, Y., & Cziko, G. A. (2011). Teacher adoption of technology: A perceptual control theory perspective.

Journal of Technology and Teacher Education, 9, 5-30. Norfolk, VA: SITE.

Appendix A Table A. 1: Statements from digital literacy scale adopted

ADVANCED MOBILE LITERACY (AML) ITEMS

Use a mobile phone to send or receive email Use a mobile phone to access information/services on the web Use a mobile phone to access information/services on the web Use a mobile phone to send pictures or movies to others

BASIC ICT LITERACY (BICTL) ITEMS

Use the web to send or receive email Use the web to look up reference information for study purposes Use a mobile phone to call people Use a mobile phone to text/ SMS people

ADVANCED ICT LITERACY (AICTL) ITEMS

Use a computer to create/edit audio and video Using a computer to play digital music files (e.g. iTunes) without accessing the Internet Use a computer to manage/manipulate digital photos Use a mobile phone to download and play games or applications from the Internet

–  –  –

Teachers’ Adoption of Mobile Learning Table A. 3: Statements from ICT teaching self-efficacy scale adopted ICT ABILITY (SEABL) I see ICT as tools that can complement my teaching.

ICT provide variety in instruction and in content for my students.

ICT allows me to bring current information to the class ICT provides opportunities for individualized instruction.

ICT ATTITUDE (SEATT) I feel frustrated more often when I use ICT in my classes than when I don’t use them (R) I have positive ICT experiences at my teaching institute.

I had positive experiences with computers when I was younger I feel I am trained well enough to use a variety of ICT tools when teaching Table A. 4: Statements from the Technology Acceptance Model (TAM) scale adopted

PERCEIVED USEFULNESS (PU)

Mobile technology will make learning and teaching more interesting I see ML as a way of encouraging more interaction by students and educators I see ML as a way to improve student learning as it allows students to access learning content anywhere and anytime I see ML as a way to enhance/encourage my students’ self-directed learning

PERCEIVED EASE OF USE (PEOU)

I would be anxious about having to use my mobile device to help support my teaching (R) I think it might take me awhile to get comfortable with using a mobile device for teaching (R) I believe I would find it easy to use a mobile device to support my teaching I feel that I would have the knowledge necessary to implement and use mobile technology in my teaching I would be anxious about having to use my mobile device to help support my teaching (R)

Pages:     | 1 |   ...   | 3 | 4 ||


Similar works:

«READING THE PAST, WRITING THE FUTURE A Century of American Literacy Education and the National Council of Teachers of English Edited by Erika Lindemann Foreword  CoNTENTs FoReWoRd..................................................... ix Deborah Brandt 1 NCTE and the Shaping of American Literacy Education.....1 Leila Christenbury 2 The Teaching of Reading................................. 55 Donna E....»

«! Document*Based!Review! for!the! Sec.!IV!History!Examination!Prepared by: Tino Bordonaro Social Sciences Consultant This review is based on the Historical Knowledge by Social Phenomenon found in the MELS June 2011 Examination Information Document (pp. 5 and 6). Teachers may use it in total or in part, and are encouraged to modify the questions to better accommodate the needs of their students. The specific documents for these questions are mostly from past provincial examinations. Feedback and...»

«HAVANA CUSD #126 BOARD OF EDUCATION AND HAVANA FEDERATION OF TEACHERS, LOCAL 4134, IFT/AFT AFL-CIO Collective Bargaining Agreement 2015-2016 TABLE OF CONTENTS ARTICLE 1 RECOGNITION 1 Section 1 Recognition Section 2 Board Rights Section 3 HFT Rights Section 4 Negotiations Procedure ARTICLE II PAY, BENEFITS, & WORKING CONDITIONS 4 Section 1 Pay & Benefits Section 2 Insurance Section 3 Tuition Reimbursement Section 4 403B Plan Section 5 Electronic Payments Section 6 Retirement Incentive Benefits...»

«INTERNATIONAL TRAUMA LIFE SUPPORT BASIC-ADVANCED Fecha de ejecución SEGUNDO curso: 21 y 22 de noviembre 2015 Fecha de ejecución SEGUNDO curso: 29 Y 30 de noviembre 2015 Historia de ITLS y BTLS El primer curso de trauma prehospitalario que se desarrolló, Soporte Vital Básico en Trauma (BTLS en inglés), fue presentado en Agosto de 1982. El curso BTLS comenzó como un proyecto local del Capítulo Alabama del Colegio Americano de Médicos de Emergencia (American College of Emergency Physicians...»

«“There will be false teachers among you, who will secretly bri ng in destructive heresies” (2Pet 2:1) E Lecture VII: Things Hard to Understand (Holy Gospel of St. John) E In His second epistle, St. Peter says clearly that there are things “hard to understand” in St. Paul’s writings and also the rest of Holy Scriptures, which those who are “untaught and unstable” twist and misinterpret “to their own destruction”. St. Peter exhorts us to “beware lest we fall from our...»

«Journal of Information, Information Technology, and Organizations Volume 5, 2010 Teaching Role-Playing Instruction in Second Life: An Exploratory Study Vasilis N. Vasileiou and Fotini Paraskeva University of Piraeus, Piraeus, Greece billbas@sch.gr; fparaske@unipi.gr Abstract Web-based and Internet technologies are constantly being developed, evolving new ways of working, teaching, and learning for a broader range of professional and social groups. In a landscape of technology innovations,...»

«QUT Digital Repository: http://eprints.qut.edu.au/ Starrs, D. Bruno (2007) The Tracker (Rolf de Heer 2002) and The Proposition (John Hillcoat 2005): two westerns that weren't?. Metro Magazine(153):pp. 166© Copyright 2007 Australian Teachers Of Media The Tracker (Rolf de Heer 2002) and The Proposition (John Hillcoat 2005): Two Westerns that Weren’t? By D. Bruno Starrs, Queensland University of Technology. Copyright 2007. Rolf de Heer’s 2002 film The Tracker is an allegorical work of...»

«Revised 01/14 Curriculum Vitae Elizabeth Griffiths Rutgers University Phone: 973.353.3303 School of Criminal Justice Fax: 973.353.5896 Center for Law and Justice Email: elizabeth.griffiths@rutgers.edu 123 Washington Street Newark, NJ 07102 Academic Appointments 2013-present Associate Professor, School of Criminal Justice, Rutgers University. 2011-2013 Assistant Professor, School of Criminal Justice, Rutgers University. 2006-2011 Assistant Professor, Department of Sociology, Emory University....»

«The Voices of Mindfulness, Attachment-Related Strategies and the Mother-Child Relationship A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Meg Little IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION Frank Guldbrandsen, Ph.D., Adviser April 2013 © Meg Little 2013 i Acknowledgements It is a delight to acknowledge my gratitude to the generous and inspiring people who have contributed to my development as a teacher...»

«EDUCATION BUREAU CIRCULAR MEMORANDUM No. 55/2016 From : Secretary for Education To : Heads of all Secondary Schools, Primary schools and Kindergartens Ref. : EDB(CDI/TR)/300-1/1/12 (1) (excluding ESF schools and international schools) Date: 3 May 2016 (Note : This circular memorandum should be read by heads and teachers of all secondary schools, primary schools and kindergartens.) Selection of Quality Textbooks and Curriculum Resources for Use in Schools Summary This circular memorandum aims to...»

«WIDNEY JUNIOR SCHOOL Inspiring a community where learning is irresistible, everyone is valued and success is limitless. Our School Values: Respect, Kindness, Determination, Collaboration, Responsibility, Honesty Head Teacher: Mr L Chamberlain BA (QTS) NPQH Clifton Crescent, SOLIHULL, West Midlands B91 3LQ Tel: 0121-705-8516 Fax: 0121-709-1005 Email: office@widney.solihull.sch.uk Web: www.widneyjuniorschool.co.uk Dear Parent/Carer Welcome to Widney Junior School. I very much hope that this brief...»

«OECD Innovative Learning Environment Project Universe Case Austria Goethe-Gymnasium This academic secondary school uses different self-developed forms of assessment to document student progress and to monitor educational quality, including cooperation with a school in St. Petersburg for external evaluation, (repeated) screenings of the students’ reading skills, repeated questionnaires for first-year students to document their transfer from primary to secondary school, and surveys for...»





 
<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.