The Relationship of Teachers\u27 Motivational Perceptions and Instructional Integration of the Internet: An Inquiry of Elementary Teachers in one Georgia School District

Author\u27s abstract: Schools have spent much time and money providing teachers and students access to the Internet. As access has become commonplace in schools, teachers are increasingly encouraged to incorporate Internet resources in their classroom. Teachers\u27 use of the Internet has increased in recent years; however, their use remains limited. This mixed methods study sought to understand why some teachers eagerly integrated the Internet in the classroom while others were hesitant to use the Internet with their students. More specifically, this mixed methods study explored how elementary teachers\u27 perceptions of the extent of Internet usefulness/importance, enjoyment/liking, confidence, and anxiety may relate to their level of instructional Internet integration. Additionally, this study explored how these motivational perceptions and current integration practices differ between four subgroups of elementary school teachers (High Motivation/High Integration, High Motivation/Moderate Integration, Moderate Motivation/Moderate Integration, and Moderate Motivation/Low Integration). The study was conducted in a small, rural school system in southeast Georgia. The participants were 93 kindergarten through fifth grade teachers in the Rose School District. The researcher utilized an e-survey, Survey of Teachers\u27 Integration and Motivation Instrument (STIMI), for the quantitative portion of this study. Twelve teachers were selected from the survey participants to participate in semi-structured interviews. The study found a significant relationship among elementary teachers\u27 motivational perceptions and reported integration. Additionally, 49% of the teachers\u27 reported integrating the Internet in the classroom at least 3 times per week. The tools teachers reported integrating the most were educational games and the least used tools were communication/collaboration tools. The findings from this study imply that motivational perceptions are important to teachers\u27 instructional integration of the Internet in the classroom. Schools should develop training initiatives that address these motivational perceptions and provide teachers time to share motivating Internet activities and tools used in their classrooms. Additionally, training should involve hands-on activities to increase teachers\u27 motivational perceptions. Teachers need to be given the opportunity to observe other teachers successfully integrating Internet resources with their students. Motivational perceptions should be addressed through training and support, if schools want to increase teachers\u27 instructional integration of the Internet

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

Parents’ perceptions over the use of New Technologies in Education

This article analyses parents' views on the role that Information and Communication Technology (ICT) plays in the context of pedagogy. It also refers to parents' beliefs, fears and expectations towards new technologies. It uses data that were collected from primary schools and kindergartens of the region of Eastern Macedonian and Thrace in Greece. 1450 parents participated in this research, 869 were from primary schools and 581 from kindergartens.  The results showed that parents (both from primary school and kindergarten) believe that new technologies help their children in the learning process and they believe that new technologies are beneficial for their children. Despite the fact that parents accept new technologies in their children's lives only for educational purposes, they don't want their children to spend a lot of time on the computer, because they are afraid that their children will not be able to socialize properly

THE CONTRIBUTION OF STRUCTURED PLAY AS A PSYCHO-EDUCATIONAL TOOL FOR STUDENTS WITH HIGH-FUNCTIONING ASD IN KINDERGARTEN: THE TEACHERS' PERSPECTIVE

The purpose of this study is to investigate the effectiveness of structured play as a learning and educational tool for students with high-functioning ASD. Qualitative research was applied to investigate the above purpose. 12 semi-structured interviews were conducted with primary school kindergarten teachers. The results of the survey showed that the majority of the teachers considered structured play to be necessary for the effective education of students with high-functioning ASD. Also, educators can easily integrate it into their daily educational practice, although the curriculum limits its use. The biggest obstacles that teachers encounter have to do with available educational materials, infrastructure and the need for training. The majority of teachers stated that new technology and digital play are very important in enhancing the skills and progress of students with high-functioning ASD. Finally, teachers differed among themselves regarding the gendered dimension of gaming with the majority stating that they do not choose games that reinforce stereotypes.  Article visualizations

Fostering Students\u27 Identification with Mathematics and Science

Book Summary: Interest in Mathematics and Science Learning is the first volume to assemble findings on the role of interest in mathematics and science learning. As the contributors illuminate across the volume’s 22 chapters, interest provides a critical bridge between cognition and affect in learning and development. This volume will be useful to educators, researchers, and policy makers, especially those whose focus is mathematics, science, and technology education. Chapter Summary: The primary purpose of this chapter is to explore the process whereby students transition from a short-term, situational interest in mathematics or science to a more enduring individual interest in which they incorporate performance in mathematics or science into their self-definitions (e.g. I am a scientist ). We do so by examining the research related to domain identification, which is the extent to which students define themselves through a role or performance in a domain, such as mathematics or science. Understanding the process of domain identification is important because it can contribute to an understanding of how individual interest develops over time. The means through which students become highly domain identified involves many factors that are internal (e.g. goals and beliefs) and external (e.g. family environment and educational experiences) to them. Students who are more identified with an academic domain tend to demonstrate increased motivation, effort, perseverance (when faced with failure), and achievement. Importantly, students with lower domain identification tend to demonstrate less motivation, lower effort, and fewer desirable outcomes. Student outcomes in a domain can reciprocally influence domain identification by reinforcing or altering it. This feedback loop can help explain incremental changes in motivation, self-concept, individual interest, and, ultimately, important outcomes such as achievement, choice of college major, and career path. This dynamic model presents possible mechanisms for influencing student outcomes. Furthermore, assessing students\u27 domain identification can allow practitioners to intervene to prevent undesirable outcomes. Finally, we present research on how mathematics and science instructors could use the principles of the MUSIC Model of Academic Motivation to enhance students\u27 domain identification, by (a) empowering students, (b) demonstrating the usefulness of the domain, (c) supporting students\u27 success, (d) triggering students\u27 interests, and (e) fostering a sense of caring and belonging. We conclude that by using the MUSIC model, instructors can intentionally design educational experiences to help students progress from a situational interest to one that is more enduring and integrated into their identities

Factors that affect college students\u27 attitude toward mathematics

Many students have poor attitudes toward mathematics. This mixed methods study investigates factors that affect college students\u27 attitudes toward mathematics as well as what may be done to reverse or prevent poor student attitudes in the future. Ninety-nine college algebra students completed a retrospective quantitative survey in order to amass numerical data and guide interview choices. Twenty-three of the ninety-nine students were interviewed to gain in-depth knowledge of what factors affect their attitude as well as suggestions on improving these attitudes.;From this study, student attitudes are most affected by four external factors: the teacher, teaching style, classroom environment, and assessments and achievement. Additionally, one internal factor, individual perceptions and characteristics, also affect student attitudes. It is suggested that educators can affect the four external factors in order to influence the internal factor and, in turn, student attitudes

Exploring Hispanic teacher candidates\u27 beliefs about the value of play in children\u27s learning and development

Play has been globally recognized as valuable to children\u27s learning and development (Frost et al., 2012). The value of play is acknowledged as a developmentally appropriate practice in part because it fosters cognitive, physical, emotional, and social benefits to children. Play is also known as a human right that should be protected. However, in the past five decades there has been a significant decline of play due to multiple and interrelated factors, which are having dire consequences on children\u27s learning and developmental possibilities (Almon & Miller, 2011; Gray, 2013). Due to the challenges posed by the current educational climate, in South City, Hispanic teacher candidates have reportedly grappled with making sense between the rhetoric and reality of the educational value of play. Therefore, the purpose of this qualitative study with constructivist grounded theory methods was to explore teacher candidates\u27 beliefs about the value of play and to understand what influences possibly shaped these beliefs. This study took place in a Hispanic Serving University along the United States-Mexico border in the Rio Grande Valley. Data consisted of intensive interviews, observations, and document analysis. The data analysis involved transcription of interviews, the use of open coding and focused coding to identify patterns of salient meaning of data, which resulted in categories, themes and concepts that led to an interpretive theoretical understanding of the studied phenomenon grounded in the data (Charmaz, 2014). Findings suggest that participants in this study value play in their everyday life and in education. Also, findings indicate that participants are still playing with a conceptualization of play. Participants\u27 beliefs about play appeared to be shifting, as they now believe in the educational value of play for children\u27s learning and development. A significant experience in teacher candidates\u27 reconceptualization of play appeared to be their participation in a service learning play day. Data revealed that participants\u27 beliefs about play were influenced by multiple and interrelated factors such as their play histories, which were constructed through everyday and educational experiences within a social, cultural and historical context (Vygotsky, 1978, 1986)

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers

A Descriptive Case Study: Elementary Teachers’ Technology Acceptance and Classroom Integration

The purpose of this descriptive case study was to examine elementary teachers’ technology acceptance in the context of a student-supported professional development model in an elementary school located in the southern part of the United States. In this study, technology was defined as Internet, iPad™, or laptop use in a classroom environment as an instructional and learning tool. Face-to-face open-ended interviews, a survey, and archival data in the form of observations collected yearly as part of program evaluation for professional development were all used to answer the research questions. Research questions focused on (a) the impact of a student-supported professional development model on teachers’ perceived ease of use, perceived usefulness, and intent to use technology in classroom instruction; (b) the impact of a student-supported professional development model on teachers’ actual use of technology in classroom instruction; and (c) the impact of sustained, student-supported professional development of technology on teachers’ willingness to integrate technology into classroom instruction. The theory guiding this study was the technology acceptance model (TAM), which focuses on user acceptance of an information system (Davis, 1989). The theory of reasoned action (TRA) is the foundation for the TAM (Davis, 1989). Data analysis followed the process of Yin’s (2011) five-phased cycle including compiling, disassembling, reassembling, interpreting, and concluding.where I sorted data, created and broke down codes that resulted in new codes then themes, wrote narrative, and formulated conclusions based off of my entire study. The four themes that emerged during the analysis of this case study included: skill and knowledge development, lack of use prior to intervention/professional development, successful experience with technology, and evidence of acceptance and integration

Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education

The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills. Keywords: Parental Perspective; Computer Learning; Early childhood education References: Alkhawaldeh, M., Hyassat, M., Al-Zboon, E., & Ahmad, J. (2017). The Role of Computer Technology in Supporting Children’s Learning in Jordanian Early Years Education. Journal of Research in Childhood Education, 31(3), 419–429. https://doi.org/10.1080/02568543.2017.1319444 Ariputra. (2018). Need Assessment of Learning Inclusive Program for Students in Non-formal Early Childhood. Early Childhood Research Journal. https://doi.org/10.23917/ecrj.v1i1.6582 Atkinson, K., & Biegun, L. (2017). An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership. Journal of Childhood Studies. Aubrey, C., & Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage. Early Years, 34(1), 94–108. https://doi.org/10.1080/09575146.2013.792789 Barenthien, J., Oppermann, E., Steffensky, M., & Anders, Y. (2019). Early science education in preschools – the contribution of professional development and professional exchange in team meetings. European Early Childhood Education Research Journal. https://doi.org/DOI: 10.1080/1350293X.2019.1651937, https://doi.org/10.1080/1350293X.2019.1651937 Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Chen, R. S., & Tu, C. C. (2018). Parents’ attitudes toward the perceived usefulness of Internet-related instruction in preschools. Social Psychology of Education, 21(2), 477–495. https://doi.org/10.1007/s11218-017-9424-8 Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411–433. https://doi.org/10.1080/15391523.2002.10782359 Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98. https://doi.org/10.1080/15391523.2010.10782562 Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research(4th ed.; P. A. Smith, Ed.). Boston: Pearson. Davis, J. M. (2014). environmental education and the future. (May). https://doi.org/10.1023/A Dhieni, N., Hartati, S., & Wulan, S. (2019). Evaluation of Content Curriculum in Kindergarten. Jurnal Pendidikan Usia Dini. https://doi.org/https://doi.org/10.21009/10.21009/JPUD.131.06 Dong, C., & Newman, L. (2016). Ready, steady … pause: integrating ICT into Shanghai preschools. International Journal of Early Years Education, 24(2), 224–237. https://doi.org/10.1080/09669760.2016.1144048 Dunn, J., Gray, C., Moffett, P., & Mitchell, D. (2018). ‘It’s more funner than doing work’: Children’s perspectives on using tablet computers in the early years of school. Early Child Development and Care, 188(6), 819–831. https://doi.org/10.1080/03004430.2016.1238824 Hadzigianni, M., & Margetts, K. (2014). Parents’ Beliefs and Evaluations of Young Children’s Computer Use. Australasian Journal of Early Childhood. https://doi.org/doi/pdf/10.1177/183693911403900415 Huda, M., Hehsan, A., Jasmi, K. A., Mustari, M. I., Shahrill, M., Basiron, B., & Gassama, S. K. (2017). Empowering children with adaptive technology skills: Careful engagement in the digital information age. International Electronic Journal of Elementary Education, 9(3), 693–708. Ihmeideh, F. (2010). The role of computer technology in teaching reading and writing: Preschool teachers’ beliefs and practices. Journal of Research in Childhood Education, 24(1), 60–79. https://doi.org/10.1080/02568540903439409 Jack, C., & Higgins, S. (2018). What is educational technology and how is it being used to support teaching and learning in the early years ? International Journal of Early Years Education, 0(0), 1–16. https://doi.org/10.1080/09669760.2018.1504754 Janisse, H. C., Li, X., Bhavnagri, N. P., Esposito, C., & Stanton, B. (2018). A Longitudinal Study of the Effect of Computers on the Cognitive Development of Low-Income African American Preschool Children. Early Education and Development, 29(2), 229–244. https://doi.org/10.1080/10409289.2017.1399000 Karjalainen.S., A., Pu, E. H., & Maija, A. (2019). Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings. International Journal of Early Childhood. https://doi.org/10.1007/s13158-019-00244-5 Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183–199. https://doi.org/10.1080/1350293X.2015.1016804 Ko, K. (2014). The Use of Technology in Early Childhood Classrooms: An Investigation of Teachers’ Attitudes. Gaziantep University Journal of Social Sciences, 13(3), 807–819. Kong, S. C. (2018). Parents’ perceptions of e-learning in school education: implications for the partnership between schools and parents. Technology, Pedagogy and Education, 27(1), 15–31. https://doi.org/10.1080/1475939X.2017.1317659 Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938 Martin, E., R. Alvarez, Pablo, D., Haya, A., Fernández‐Gaullés, Cristina, … Quintanar, H. (2018). Impact of using interactive devices in Spanish early childhoodeducation public schools. Journal of Computer Assisted Learning. McCloskey, M., Johnson, S. L., Benz, C., Thompson, D. A., Chamberlin, B., Clark, L., & Bellows, L. L. (2018). Parent Perceptions of Mobile Device Use Among Preschool-Aged Children in Rural Head Start Centers. Journal of Nutrition Education and Behavior, 50(1), 83-89.e1. https://doi.org/10.1016/j.jneb.2017.03.006 McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent Distraction With Technology and Associations With Child Behavior Problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822 Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: early childhood teachers’ beliefs and confidence. International Journal of Early Years Education, 23(4), 409–425. https://doi.org/10.1080/09669760.2015.1078727 Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information Communication and Society, 17(5), 594–608. https://doi.org/10.1080/1369118X.2013.808365 Paciga, K. A., Lisy, J. G., & Teale, W. H. (2013). Better Start Before Kindergarten: computer Technology, Interactive Media and the Education of Preschoolers. Asia-Pacific Journal of Research in Early Childhood Education, 85–104. Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. https://doi.org/10.1080/1350293X.2014.929876 Plowman, L. (2015). Researching young children’s everyday uses of technology in the family home. Interacting with Computers, 27(1), 36–46. https://doi.org/10.1093/iwc/iwu031 Plowman, L., & McPake, J. (2013). Seven Myths About Young Children and Technology. Childhood Education, 89(1), 27–33. https://doi.org/10.1080/00094056.2013.757490 Sageide, B. M. (2016). Norwegian early childhood teachers’ stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability. International Journal of Primary, Elementary and Early Years Education. https://doi.org/11250/2435060/955-11623-1-PB Tate, T. P., Warschauer, M., & Kim, Y. S. G. (2019). Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing. Reading and Writing, 32(8), 2059–2082. https://doi.org/10.1007/s11145-019-09940-z Theodotou, E. (2010). Using Computers in Early Years Education: What Are the Effects on Children’s Development? Some Suggestions Concerning Beneficial Computer Practice. Online Submission, (December). UNESCO. Rethinking Education. Towards a global common good. , (2015). Vartuli, S., Bolz, C., & Wilson, C. (2014). A Learning Combination: Coaching with CLASS and the Project Approach. Early Childhood Research & Practice Journal, 1–16. Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43–54. https://doi.org/10.1177/1476718X14523749 Waal, E. D. (2019). Fundamental Movement Skills and Academic Performance of 5- to 6-Year-Old Preschoolers. Early Childhood Education Journal, 455–456. https://doi.org///doi.org/10.1007/s10643-019-00936-6 Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411–419. https://doi.org/10.1080/14703290802377307 Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, 40(4), 387–399. https://doi.org/10.1080/0305764X.2010.526589 YurtaNılgün, Ö., & Kalburan, C. (2011). Early childhood teachers’ thoughts and practices about the use of computers in early childhood education. Early Childhood Educaiton: Yesterday, Today, and Tomorrow. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14 &nbsp