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elements of diffusion of innovation
integration of technology in schools
integration of technology in schools
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2.7 Chapter Summary
This chapter has reviewed several concepts and theories relating to adoption, diffusion and use of web technologies including affordances, DOI, TAM and other aspects such as the factors determining and impact of learning styles on adoption, diffusion and use of WebCT, and integration of technology into pedagogical practices.
Gibson (1979) defined affordances as all "action possibilities" latent in the environment, objectively measurable and independent of the individual's ability to recognize them. With an "ecological approach" he assumed the mutuality between actor and environment formed the base for the actor to perceive and act – ‘actor-environment mutuality’. Section 2.1 of this chapter attempts to build on Gibson’s concept and theory of affordances to draw out the inherent properties – affordances of technologies. The two theoretical frameworks of DOI and TAM incorporate social affordances into the web-based learning environment to facilitate social interaction among users. The two frameworks of DOI and TAM have been discussed in Section 2.2 and 2.3 of this chapter respectively.
Rogers’ diffusion approach provides insights into adoption decisions and strategies to gain adoption of new technologies by explaining how those new technologies diffuse in a social system. It is useful in understanding the process of social change. The focus is on how the characteristics of the technology (e.g. complexity, compatibility and relative advantage) impede the technology’s rate of adoption, develop and promote the technology to improve users’ acceptance. Roger’s DOI (2003) fits the needs of this empirical study that attempts to examine factors that may determine the adoption, diffusion and use of web technologies.
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...n 2.6, the determinants affecting technology use have been categorized as personal (teacher-level), institutional (school-level) and technological (system-level) characteristics. Based on previous research results, technology integration decisions are affected by teachers’ individual attitudes and beliefs towards technology. Integration of technology in education will be successful if software applications are developed to cater for teachers’ technology needs. An ongoing technology development program is essential for teachers to use technology appropriately in the classroom. Moreover, the TPACK framework can be used to identify important components of teacher knowledge for effective pedagogical practice in a technology enhanced learning environment.
The next chapter describes the research methods which have been used to conduct the study reported in this thesis.
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
The study outlined in the article is well organized in its major parts, including introduction, literature review, methodology, results, and discussions. The introduction provides the research question and purpose, while the remaining parts provide sufficient data to help in justifying the hypothesis and rationale of the study.
...adoption is inevitable and will result in change. However, the adopter based theory argues that the technological superiority of a product or system may not lead to its adoption because of the "human, interpersonal, and social factors" involved in adopting a new technology in a certain social context (Surry and Farquhar, 1997, p.8 ). The QWERTY and Dvorak keyboard are an example of how technological superiority is often not enough for a new product or service to be adopted(Surry and Farquhar, 1997, p. 9). As one can see, these theories connect the diffusion theory to instructional technology. The question remains, do we adopt technology for technology’s sake and assume a change for the better or do we adopt technology when it is relevant to the learner’s environment and take our chances? "Risk is a final factor…in educational innovation"(Wright et al., 1995, p. 3).
This study sought to answer three research questions. Although the questions have been presented in previous chapters, they are worth presenting again.
Chapter 10 is concerned with both modernism and industrial beauty. These concepts arose from the art and discipline of photography early in the 1880s and prevailed towards the early 1920s. This period is defined by a dramatic shift of subject matter away from historical and classical subject matter in favor of modern events and experimental representations of subject matter. Particularly, photographs of this time were evaluated with a criteria that can now be described as aesthetic formalism. This means that from is given emphasis over content. This means that the photographer intentionally contrives meaning which is interpretable by the viewer. The emphasis is more on the viewer to critically appreciate modern works but
After reading chapter 8, I realized that I had prior knowledge to the information that was provided in the chapter. With this in mind, the chapter’s main focus was on students being able to comprehend stories and the most important elements that comes from reading to students. One important part of information that was discussed in the textbook is the elements of story structure. The textbook states, “stories have unique structural elements that distinguish them from other forms of literature, In fact, the structure of stories is quite complex-plot, characters, setting and other elements interact to produce a story. Authors manipulate the elements to make their stories complex and interesting. The five most important elements of story structure are
Any tool “designed to extend a learner’s capacity for effective action and that requires skill and certain strategies to use efficiently” is a learning technology (Burge 2001, p. 146). A well-structured face-to-face group discussion, a pencil, and print materials fit this definition as do newer tools such as web-based conferencing (ibid.). One of the greatest myths surrounding learning technologies is related to what they are. Because of the term technology, it is frequently believed that learning technologies are instructional devices that make use of computers, the Internet, or some other type of electronic technology such as video and television.
This research is conducted by the group members of the Research Method class. This questionnaire will take approximately five minutes to complete. Participation is optional and completely voluntary. The researcher assures confidentiality to your individual results.
El presente trabajo fin de grado (TFG) es una propuesta para la elaboración de un blog de aula que incluya, por un lado la selección de los recursos digitales disponibles en la red que contribuyan a conseguir los objetivos propuestos en nuestras unidades didácticas y por otro, un medio para desarrollar actividades atractivas que impliquen de una manera más activa a nuestro alumnado del primer ciclo de Educación Primaria. Pero para que los alumnos puedan utilizar las herramientas que nos ofrece la Web 2.0, es necesario que posean un nivel de competencia digital. Por este motivo, esta propuesta se centra en el análisis de las competencias digitales que debe desarrollar el alumnado, la evaluación de la los recursos digitales, la utilización de diferentes herramientas para el desarrollo de actividades más dinámicas… y todo ello, integrado en la web 2.0, a través del desarrollo de un blog implicado en el proceso de enseñanza y aprendizaje.
This chapter forms a general introduction to the study. The first two sections of the chapter give the background to the study and the problem statement. The other sections of the chapter outline research objectives, research questions, research assumptions, significance of the study as well as the scope and limitations of the study.
One problem when it comes to replacing traditional methods of education with technology based learning would be that transferring every single school to a technology based system would take a considerable amount of time, energy and training. Especially in todays economy, it does not seem realistic to supply every student in the United States with a laptop or tablet; also training every teacher how to utilize the technology would take a large amount of effort. However, a gradual move toward technology based learning methods is much more realistic, and has already begun. Many schools have already began utilizing laptops and iPads in everyday class; programs have been developed to help ease the switch from paper to technology; and a considerable amount of funding for educational technology already exists, thirty-five percent contributed by the federal government (Honey 76). Therefore; although the process of transferring schools to a technology based learning system would be difficult, the process would result in a...
This section provided an outline of the research, which the author adopted to complete the research questions of the project. It provides a summary of the research methodology, which was used, and the reasons for using such methods.
This chapter describes the overall research methodology of the study. It states the choice of and arguments for selecting the research methods and strategies for the study. The chapter presents the working definition of the key terms, population, research area, and other related issues. It also presents the statistical tools and techniques that are used in the data analysis and presentation. The validity and reliability of the research method employed in the study are exhibited. The key concepts and variables used in the thesis and the measures used to operationalize these concepts and variables are discussed in detail.
Whether technological integration has positive or negative impacts on teaching and learning has been paid increasing attention and a numerous research has done to explore the issue. Regarding the issue, the question of if training teachers in the use of technology in classrooms contributes to students’ outcomes is still an endless argument. This essay will explain two reasons why such training brings about positive academic achievements for learners and a number of training guidelines that can be followed.
As facilitators of learning, our classrooms are filled with students who are comprised of generation X’ers and Millenial’s. We must be conscious to structure our lessons and approaches so that we can present content in the most effective manner. Technology, in regards to principles of teaching, challenges the teacher to not only learn what the technology is all about, but to learn to integrate it effectively within the context of their individual classrooms. Teachers in classrooms across the nation struggle with computer technology, the many features, and the never-ending cycle of new devices that are bought into their classrooms daily. Because of the lack of training and severe levels of discomfort, teachers have developed a negative disposition towards the use of technology when it applying it to principle. Recognizing the noted factors, it can be resolved that we do live in an interactive world. Our job is to effectively integrate the technology in such a way that it supports, guides, and enhances learning for all parties involved.