Students' and teachers' perceptions of the use of mobile technology in university preparation classes : a thesis presented in partial fulfilment of the requirements for the degree of Master in Applied Linguistics at Massey University, Manawatu Campus, New Zealand

As in many aspects of society today, mobile technology has a presence in educational arenas. This study investigates and compares the views and perceptions of teachers and students about the appropriate use of mobile technology in university preparation classes, how the presence of mobile technology influences the classroom environment, and about what students and teachers believe to be their respective roles in the regulation of the use of mobile technology. To investigate this the following instruments were used: a student survey to gather quantitative data about their beliefs about mobile technology in class, their behaviour around devices, and their expectations of teaching practices and regulation of devices; student focus groups using four teacher scenarios (describing different teacher behaviour and attitudes) as a basis for the discussion; and teacher focus groups posing questions gleaned from the results of the student survey and focus groups. The overall objective was to determine if any gaps in perceptions, attitudes and expectations existed between students and teachers. Both parties agreed that devices were useful educational tools to use in class. However, there were opposing viewpoints about personal use of devices. Students expected teachers to take responsibility for regulating student behaviour around the use of devices, while teachers sought to prepare students to take personal responsibility and become autonomous learners. A need for establishing etiquette in the classroom was recognised. Teachers acknowledged that although students were skilled users of mobile technology, they lacked vital computer skills. Overall, there was a discrepancy between student and teacher beliefs about philosophical responsibility, the scope of technical ability, and logistical possibilities in the classroom. To conclude, the study confirmed that the nature of the classroom had changed and that all stakeholders need to be cognisant about everchanging technology

Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training

This paper reports on research that took place at Nottingham Trent University and Sheffield Hallam University, United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically web logs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should be on-going and assumptions about new teachers as champions of cascading innovative use of Web 2 technologies into their practice as NQTs may be over optimisti

Who makes better use of technology for learning in D&T? Schools or university?

University teacher training departments have many functions in their role as Schools for Initial Teacher Education (ITE), these include accrediting qualified teacher status, teaching subject knowledge and pedagogy, and influencing change in a school subject's content and pedagogy. This paper discusses this latter area. It can be easy for teacher training in universities to become ivory towers, modelling new ideas for curriculum delivery and content in a 'bubble' away from the real world of the school classroom. A centre of design and technology (D&T) education at an English university has undertaken research-led developments in the use of web 2.0 technologies and technology enhanced learning (TEL), modelling how they can be used in the classroom. The research examined in this paper is the next stage of the centre's curriculum development to ensure the relevance of the university curriculum content and practices. Anecdotal evidence suggests that the use of TEL in secondary schools is inconsistent and sporadic with D&T teachers using TEL, with minimal awareness of research available, which could inform their practice. This impacts on the centre's trainee teachers as they begin teaching in schools during their final year of the course, with a possible unrealistic expectation of how TEL is used in schools, based on their university experiences

K--12 teachers\u27 technology integration in Benedum Collaborative professional development schools

This study investigated how K--12 teachers and interns in West Virginia University\u27s Professional Development Schools (PDS) are using technology as a tool to enhance their students\u27 education. The study addressed the use of technology as a classroom tool for research, communication, productivity, and problem-solving as outlined by the National Technology Standards for students. Eleven research questions framed this study. Comparisons across grade levels (elementary, middle, and high schools) and subject areas (English, mathematics, science, and social studies) were included. Descriptive and inferential statistics were used as quantitative research methods. The study involved 327 teachers and 102 intern students in these WVU PDS schools. Technology integration in these schools was measured using a survey given to teachers and interns. The results point to the following: (1) elementary school teachers use technology more often than other level teachers, (2) no significant differences were demonstrated in the way that teachers of different subjects or different grade levels integrate computers in the classroom as a classroom tool for research, communication, productivity, and problem-solving. The only significant difference was found with English teachers who used technology more often than mathematics teachers as a research tool, and (3) students use technology more often than the teachers

UTILIZING DIGITAL LEARNING RESOURCES IN ENGLISH-SPECIFIC PURPOSES LEARNING CLASSROOM: ESP TEACHERS’ PERSPECTIVES

Nowadays, the development of technology has significantly affected how ESP teachers deliver their learning materials in the language classroom. This study aims to reveal the perceptions of ESP teachers towards digital learning technology devices used, both inside and outside the classroom. There are 25 ESP teachers of Serang Raya University engaged in this research. By using a questionnaire through Google Forms, this research revealed that although some students understand the importance of using digital devices in teaching practice in the classroom, they admit that their use has not been maximized due to their lack of knowledge about digital learning media

Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning

XYZ District has recently invested in a one-to-one technology initiative, providing each student in grades three through eight with an iPad. However, consistent integration of this new technology with classroom teaching strategy has been lacking, even though teachers were provided with a digital curriculum and guidance in blendedlearning pedagogy through the XYZ Internal University. This may be due, in part, to the evolving culture in many schools, as well as teacher competencies and self-efficacy in using the technology. Given the potential for significant student learning gains through the proper implementation of this technology, two representative teachers were surveyed to gather data regarding iPad use in the classroom. The teachers were then provided training in use of the Odyssey supplemental digital curriculum, and surveyed again after one month’s consistent use of the program. In a follow-up survey one month later, these teachers reported increased student content mastery and engagement from consistent use of the iPads and Odyssey curriculum

The opinion of ELT students on technology-based classroom approach

Technology integration into the classroom has been researched for more than two decades; but, studies in both qualitative and quantitative revealed varied effects on the usage of technology in the classes. However, the role of schools tends to prepare students for challenges of life after graduation and how to stay current; the ways of using the technology in classrooms are still in the hands of students. Therefore the opinions of students’ can probably affect the use of technology in a class. This study analyzed classroom technology evolution in university settings. ELT students opinions about technology-based classroom were measured via controlled Likert scale surveys. The data of this study was collected through the means of a survey. The survey was administered to three hundred and three ELT students at a public University in Turkey. Outcome of this study established that students’ opinion and attitudes towards technology-based classroom are assenting. However, ELT students did not use this approach more often. Furthermore, the use of classroom is not frequent due to these challenges, inadequate technology-based classrooms, insufficient information about the use of the various types of gadgets and programs; lack of courses for the effective training of teachers and students on how to use this approach. Lastly, this study provided methodological suggestions on how to use technology-based classroom with modern technological tools and materials, providing adequate training for students on how to use the technology-based classroom to help increase its implementation ELT settings in universities

Prepare Preservice Teachers to Use Technology in Education Classrooms: An Evaluation of the Program Used at the University of Nebraska at Omaha

Universities are facing the dilemma of keeping up with technology while facing budget cut. Preparing preservice teachers to face the demands of the technologically advanced classroom is a continuing challenge and of great interest. The purpose of this study was to evaluate the laboratory/modular approach currently being used at University of Nebraska at Omaha College of Education and the effectiveness in preparing preservice teachers for the technology needs of the classroom. This study also investigated whether the elements of technology required to meet Nebraska competencies were covered in the laboratory/modular training program used at UNO. Two groups, preservice teachers and student teachers, participated in the semester long study. The preservice teachers responded to a pretest, posttest, and participated in a discussion group to help answer eight research questions. Student teachers answered an online survey to help determine if the program prepared them to use technology in the classroom, their responses help answer five research questions. Each group provided valuable information to help evaluate the current technology program and its effectiveness