Applying UTAUT to Determine Intent to Use Cloud Computing in K-12 Classrooms

Although school districts provide collaborative cloud computing tools such as OneDrive and Google Drive for students and teachers, the use of these tools for grading and feedback purposes remains largely unexplored. Therefore, it is difficult for school districts to make informed decisions on the use of cloud applications for collaboration. This quantitative, nonexperimental study utilized Venkatesh et al.\u27s unified theory of acceptance and use of technology (UTAUT) to determine teachers\u27 intent to use collaborative cloud computing tools. Online surveys with questions pertaining to UTAUT\u27s predictor variables of performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC) and UTAUT\u27s criterion variable of behavioral intent (BI) were administered to a convenience sample of 129 teachers who responded to an email solicitation. Pearson correlation results of r = 0.781, r = 0.646, r = 0.569, and r = 0.570 indicated strong, positive correlations between BI and PE, EE, SI, and FC respectively. Spearman rho correlations results of rs = 0.746, rs = 0.587, rs = 0.569, and rs = 0.613 indicated strong, positive correlations between BI and PE, EE, SI, and FC respectively. Simple linear regression results indicated that PE and EE are strong predictors of BI when moderated by age, gender, experience, and voluntariness of use (VU). SI is a strong predictor of BI when moderated by gender, but not by age, experience, and VU. This study\u27s application of the UTAUT model to determine teachers\u27 BI to use collaborative cloud computing tools could transform how administrators and educational technologists introduce these tools for grading and feedback purposes. This study contributes to the growing body of literature on technology integration among K-12 teachers

Teaching Methods Matter: A Comparison of Learning Outcomes and Persistence in STEM between Traditional Lectures and Active Learning Using Undergraduate Learning Assistants in Introductory Chemistry Courses

Student retention in STEM majors is low. The literature is clear: poor teaching contributes to students’ decisions to leave STEM. From this I wondered if the teaching method made a difference in their choice. This study followed a quantitative, quasi-experimental research design. I compared two teaching methods, a traditional lecture (TRAD) and active learning using the Learning Assistant Program (LAP) to determine if there was a difference in student learning outcomes and persistence in STEM for students enrolled in an introductory chemistry course at a mid-sized regional comprehensive public university (RCPU). My results showed that there was no statistically significant difference between the two groups based on student performance on the American Chemical Society Final Exam and the percentage of students who enrolled in a subsequent STEM course. However, I found a statistically significant difference between the two groups when comparing Total Points Earned, and the DFW rates. LAP students achieved higher performance and a 2:1 overall pass ratio compared to TRAD students. The LAP teaching method positively influenced women and students of color with higher performance in overall grades achieved and course completion rates. The active learning teaching method that used the Learning Assistant Program improved student performance and persistence in the introductory chemistry courses and was particularly effective for women and students of color

Defining and assessing teaching effectiveness in higher education

2019 Spring.Includes bibliographical references.Teaching effectiveness in higher education is challenging. Given the number of stakeholders and the reasons for assessing teaching effectiveness creates additional challenges. Yet when tying teaching effectiveness to successful student learning outcomes and combining those interests to a case study project, the views of faculty, administrators, and students provided insights and contributed to the body of knowledge of faculty members' performance. Through three manuscripts, we explore defining and assessing a teaching effectiveness process in a case study, using Student Evaluations of Teaching instruments to provide feedback on teaching effectiveness, and the role students' written comments may play in course and instructor feedback. From analyzing student course surveys to creating qualitative and quantitative instruments with the input of faculty members, teaching effectiveness must ensure successful student learning outcomes. The journey to define and assess teaching effectiveness in higher education was an arduous one presented through three manuscripts. Each manuscript provides insights for new and established faculty members. The first abstract presents a case study at a Research I: Doctoral University. Through a research assistantship and partnering with a department challenged to define and assess teaching effectiveness for higher load faculty members, three instruments were developed to determine best practices of effective teachers. The second abstract used quantitative methods and research to assess students' feedback on faculty members' teaching. And the third abstract used qualitative methods to assess themes in written comments from students' evaluation of teaching surveys

On the Use of Blockchain Technology for Education During Pandemics

During the recent pandemic events and lockdown, most educational institutions have moved into online and distance learning. Certain institutions have been more ready than others to shift into full online learning and teaching mode. However, many technical and security challenges and issues related to the learning management system have been encountered. In this article, we investigate the technical benefits of blockchain, and we propose a secured and trusted online-leaning framework based on blockchain. Our proposal takes advantage of blockchain technology to ensure the expected standard of teaching and fairness of assessment while respecting the schedule of courses and exams. Through blockchains reward methods, it also motivates both students and teachers to persist in their efforts, even from home

Utilising an innovative digital software to grade pre-clinical crown preparation exercise

Accurate assessment of dental students’ pre-clinical work is the most critical component of the dental education process. Thus, this study came to investigate the effectiveness of using technology in students’ pre-clinical work evaluation; by comparing grades generated from a digital assessment software of a prepared tooth and a traditional visual inspection carried out by four calibrated faculty members

Students’ Expectations And Faculty Approaches To Instructional Activities: Are Faculty Meeting The Needs Of This Generation?

Students who engage academically and socially with others on campus are more likely to stay at their institution and graduate, and the continued success of higher education institutions depends on the persistence of those students. An extensive body of literature for student retention and faculty teaching practices exists, but the present study focused on how student persistence may be affected by the interactions between students and faculty, especially when students and faculty were members of different generational cohorts. Investigating those interactions revealed there is a significant difference between students’ expectations and faculty approaches to instructional activities inside and outside the classroom. The study used a cross-sectional survey research design that focused on Millennial characteristics, pedagogical characteristics, and faculty/student interaction, and collected the responses of students (n = 1,261) and faculty (n = 131). The findings demonstrated that, inside the classroom, faculty and students differed in their responses to whether students could still follow along in class while texting or surfing the internet, if students should get a C just for attending class, if students should be able to pass a class without the required textbooks or course materials, whether faculty should only cover the material for exams, whether exams should count for the majority of the class grade, and student input into classroom decisions. Outside the classroom, faculty and students differed in their responses to whether students used instructor feedback from assignments to prepare future assignments, whether students contacted instructors outside of class about class-related issues, whether it was important for faculty to get to know students and show an interest in them, and whether students contacted instructors outside of class about nonclass-related issues. While a single study cannot provide a sound basis for the practice of good teaching methods, this study and other studies with similar findings about Millennials would suggest there are strategies that faculty can use to improve their teaching methods and strategies that administrators can use to encourage collaboration and an institutional culture that advances student success

The Adaptation of Regular Elementary Classrooms for Children With Moderate and Severe Disabilities: Inclusion Practices from the Principal\u27s Perspective

This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff Organization, Curriculum, Materials, and Instructional Methodology and the demographic factors of gender, age, teaching and administrative experience, training, and system size were examined for effect. Responding elementary principals in this study identified 95% of the presented adaptations as significantly more desirable than feasible with demographic factors having little or no effect. Moderate to high scores on the feasibility scale, however, indicated that principals do not view implementation of the adaptations as impractical. Conclusions of the study emphasize that the differing views of desirability and feasibility may be attributed to either a perceived lack of available resources or administrative autonomy or both, that adaptations may become less desirable and feasible as the time required for implementation increases, that adaptations of the curriculum were viewed as less desirable than other types of adaptations, and that the active participation of parents in curriculum design was viewed among the least desirable and feasible of all adaptations