Digital learning resources and ubiquitous technologies in education

This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educator’s perspective. Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a step-wise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.peer-reviewe

Student Attitudes Towards Computers Before And After Taking An Introductory AIS Course

Computer attitudes are measured before students take an introductory AIS course. Attitudes are positive, regardless of gender or traditional vs. non-traditional student status. No difference is noted by gender, but non-traditional students have more positive attitudes. Prior computer experience appears to explain these findings. Attitudes are measured again at semester end. Attitudes either remain the same or slightly improve for respective subgroups studied. Little if any gender difference exists, but the gap by student status is slightly greater. Impact of findings on AIS education is discussed

Factors of E-Learning System Affecting Students’ Satisfaction: Empirical Evidence from Virtual Campuses of Southern Punjab

The advancements in technology are very rapid, the education and training are shifting from traditional classroom learning to Information Communication Technology (ICT) based, requiring self-organized, collaborative learning, with flexible timings, and consisting of  the facilitators, learners and experts community. Use of internet technologies for improvement of knowledge and working performance is also included in the scenario of E-Learning. By these technologies the contents, sequence of learning, learning place and timings along-with media can be controlled, which allows them to enhance their expertise and exposure in order to meet the objectives of individual learning. In order to administer the view of resources and learning of the E-Learners technical standardization is done that creates multiple learning opportunities for researchers, faculty members to meet with continuing challenges of the world. Rapid changes in the world and new trends and innovations in E-Learning directly highlight the revolution in education that allows collaborative as well as adaptive learning that changes the task of instructors. The combination of E-Learning with education can enhance the application of learning theory for adults. It is expected that the educators was more involved in facilitation of learning and supporters of competency rather than the distributors and servers of content. In order to boost the performance as well as knowledge the emerging technologies of internet are providing a vast range of solutions. The educators of medical can also use E-Learning for enhancement of effectiveness and efficiency for emerging social, scientific challenges. In the past decade E-Learning has achieved esteem as eminent from the previous studies. However the   use of E-Learning has been inconsistent amongst clinical clerkships as well as in basic sciences. Web based, computer assisted, online, internet and distributed learning all are the other names of E-Learning. However, the computer assisted learning and distance learning are termed to be two E-Learning modes as shown by the studies of the past decade. Learning assisted by computers facilitates the learners by the help of computers in the distribution of packages of multimedia in teaching and learning. Whereas, distance learning provides knowledge to the learners at remote areas from a central location

Blog-based online journals for English As A Second Language learners

The research on the use of blogs as online journals was carried out with a group of twenty five Form Four students in a secondary school in Kuantan, Pahang. The aim of the research is to find out the effects of blogs as a tool in developing writing in English as A Second Language. The instruments include questionnaire, semi-structured interviews and analysis of the blogs content. The research covered students’ perspectives of blogs as the medium for online journals, the effectiveness of blogs as a tool to assist students’ writing skill and to what extent blogs could help students to enhance their writing skills. From the findings, it is discovered that there is a positive impact on the development of students’ writing throughout the research as gained through the instruments. From the research, the students claimed that blogs is an interesting medium for them to write their journals as compared to writing in their log books. Blogs also could help them developed their writing skill in English Language; and through the various features in blogs, students were able to write more effectively

Factors correlating with teachers\u27 use of computers in the classroom

This study examined several factors relating to the use of computers in the classroom by teachers. The factors examined in this study included teacher attitudes, emotions, beliefs and outside influences. This was done by a review of past studies, administering two surveys (demographics questionnaire and Computer Attitude Scale) and analyzing the survey data. Questionnaires were distributed to faculty at five randomly selected schools in the Chicagoland area participating in the study. Data from the surveys were then examined by principle components analysis, multiple correlation and multiple regression analyses to determine which factors correlate with teacher computer use in the classroom. This study found that a greater amount of computer experience fostered more positive attitudes towards computers. Teachers with greater years of computer experience were more comfortable with computers. The study also found that usefulness is correlated with grade level taught, teaching experience and classroom use and that computer liking is correlated with grade level taught and teaching experience. The main goal of this study was to examine the relationship between teachers\u27 attitudes, emotions, beliefs, outside influences and teachers use of computers. The results should help administrators and teachers understand why faculty embrace or resist technology. The findings suggest that training professionals should consider many of the correlations between factors found in this study when designing professional development programs for teachers

Factors affecting use of technology by educators

Technology in some form has been found in schools beginning with the printing press in the 15th century. The late 19th century brought about motion pictures followed by radio, photography, television, and videotape (Simonson & Thompson, 1990). But recently, many dramatic technological devices have become available. Powerful computers are now priced low enough for purchase in both the home and schools, as well as telecommunication devices, videodiscs, CD ROM, hypermedia, and networking systems. The microcomputer and related technologies hold promise as the medium of the future. Technology has affected the way business is transacted, medical problems are analyzed, and products are produced. Its\u27 growing presence has been touted as the means to restructure schools and transform the educational process (Olson, 1992). However, we have not seen the expected impact of technology on our nation\u27s schools. The evidence seems to indicate that the majority of educators are not comfortable with the implementation of technology in their classrooms. Therefore, it is the intent of this research to examine factors that may contribute to this lack of usage

Teachers\u27 attitudes toward computer technology and factors influencing their attitudes and adoption of computer technology in classroom instruction : a literature review

With the introduction of computer literacy into curriculum, teachers\u27 attitudes toward computer technology and computer adoption in the classroom teaching remain major concerns for educators. This paper is intended to review the literature on teachers\u27 attitudes toward the use of computer technology as an instructional tool in classroom teaching and factors influencing their attitudes toward their use of computers. Their attitudes differ but are positive about teaching with computers if some barriers are overcome and some problems are solved, such as lack of training and accessibility. The literature review reveals that teachers have concerns and anxieties concerning computer technology, its effectiveness in learning, the quality and availability of appropriate software, time required for learning computer technology and some other unanticipated problems through using the software in their teaching. Finally, the literature review suggests that sufficient teacher training and professional support are the crucial elements to changing teachers\u27 attitudes toward more positive direction and improving their classroom use of computers to achieve the successful implementation and integration of computer technology into curriculum in education

The Effects of Blended E-Learning on Mathematics and Computer Attitudes in Pre-Calculus Algebra

This study examines the influence of blended e-learning on students\u27 attitude towards mathematics and computers. A random sample of 70 students of the preparatory year program of King Fahd University of Petroleum & Minerals (KFUPM), Dhahran served as the sample of this study. Data were collected at the beginning (pre-program) and the end (post-program) of the semester using Aiken Mathematics Attitude Scale and Greessen and Loyd Computer Attitude Scale. The result indicates that the subjects have positive attitude towards mathematics and computer. However, analysis of variance shows no statistically significant change in students’ attitudes towards mathematics and computer except for computer confidence and anxiety subscale

Robots, drugs, reality and education: how the future will change how we think

Emerging technologies for learning report - Article exploring various future trends and their potential impact on educatio