Learning mathematics with personal mobile devices in school: a multigroup invariance analysis of acceptance among students and teachers DOI Creative Commons
Cloneria Nyambali Jatileni, Sari Havu‐Nuutinen, Susanna Pöntinen

et al.

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: July 3, 2024

Students’ use of personal mobile devices (PMDs), including smartphones, tablets, and laptops, in mathematics classrooms globally has become feasible due to the implementation bring your own device (BYOD) initiatives policies schools. academic PMDs learning been associated with increased motivation, enjoyment, enhanced performance. While debates continue worldwide on bans schools, it is noteworthy that students Namibian basic education are not permitted This study employed a comparative nonexperimental quantitative research design assess perceived usefulness (PU) behavioural intention (BI) among 500 209 teachers. The volunteer purposeful sampling method select participating teachers from government schools Omusati Khomas regions. Student selection was based self-selection full-class groups. Similarly, utilised recruit grades 4–12 Utilising structural equation modelling, findings revealed expressed more positive ratings for PMD than did Furthermore, PU significantly predicted students’ BI learn school. Multigroup confirmatory factor analysis supported configural, metric, scalar invariance structures across both participant However, when latent means set 0, teachers’ mean parameter estimates negative, suggesting potential disparities. Teachers should recognise leverage perceptions enhance motivation engagement learning. Simultaneously, ensuring consistent assessment groups essential, while addressing reservations through professional development support remains crucial.

Language: Английский

Stakeholders’ insights on artificial intelligence education: Perspectives of teachers, students, and policymakers DOI Creative Commons
Ismaila Temitayo Sanusi, Friday Joseph Agbo, Oluwaseun Alexander Dada

et al.

Computers and Education Open, Journal Year: 2024, Volume and Issue: 7, P. 100212 - 100212

Published: Aug. 25, 2024

The integration of artificial intelligence (AI) as a subject into K-12 education worldwide is still in its early stages and undoubtedly needs further investigation. There limited effort on understanding policymakers, teachers students' viewpoints AI learning within the school system. This study gathered thoughts key stakeholders, including higher teachers, students Nigeria, to understand their conceptions, concerns, dispositions, with aim aiding implementation schools. We explored diverse how they can be supported juxtaposed views identify priorities opinions combined could give holistic approach effective education. research employed qualitative methodology using semi-structured interviews means data collection. thematic analysis interview from 21 participants indicates what considered for system, concerns support needed implement findings this contribute ongoing conversation effectively integrate curriculum.

Language: Английский

Citations

5
Computing Education in African Countries: A Literature Review and Contextualised Learning Materials DOI Creative Commons
Sally Hamouda, Linda Marshall, Kate Sanders

et al.

Published: Jan. 22, 2025

Language: Английский

Citations

0
Artificial Intelligence in Ethiopian School Curriculum: Educators' Practices, Challenges, and Recommendations DOI Creative Commons
Fitsum Gizachew Deriba, Ismaila Temitayo Sanusi

Computers and Education Open, Journal Year: 2025, Volume and Issue: unknown, P. 100251 - 100251

Published: March 1, 2025

Language: Английский

Citations

0
What do we know about Computing Education in Africa? A Systematic Review of Computing Education Research Literature DOI
Ismaila Temitayo Sanusi, Fitsum Gizachew Deriba

SSRN Electronic Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 1, 2024

Noticeably, Africa is underrepresented in the computing education research (CER) community. However, there has been some effort from researchers region to contribute growing need of for all. In order understand body works that emerged global south and their area focus education, we conducted a systematic review literature. This investigates prominent CER journals conferences discern kind published how much contribution they have made field. Of 68 selected studies, 45 papers were South Africa. The aspect literature programming, which accounts 43%. We identified open areas context discussed implication our findings development

Language: Английский

Citations

3
Computer Programming Education in the Age of Generative AI: Insights from Empirical Research DOI
Fitsum Gizachew Deriba, Ismaila Temitayo Sanusi,

Oladele O.Campbell

et al.

SSRN Electronic Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 1, 2024

Language: Английский

Citations

1
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa DOI Creative Commons
Lancelord Siphamandla Mncube

Distance Education, Journal Year: 2024, Volume and Issue: 45(3), P. 418 - 438

Published: June 30, 2024

Higher education institutions have been following the global trend of advocating open educational resources (OER) for tuition and learning. In South African context higher education, there is also an increasingly strong call decolonisation in content. However, a lack knowledge theories learning This study sought to establish possibilities OER digital To employ appropriate lens content, opted contextualised theory, contextual world views, indigenous frameworks, while Transformative Learning Theory. theory made it possible follow elements relevant low-income contexts. Consequently, lesson guided systems After decolonisation, concepts Africanisation transformative were considered by using Technology Appropriation Model as guide adopting developing context. The employed qualitative approach case strategy focussing on one largest comprehensive distance e-learning (CODEL) Africa continent. established that CODEL encourages use still strategies, models, policies, practical guidelines OER. Therefore, proposed content model academia can advance

Language: Английский

Citations

0
Learning mathematics with personal mobile devices in school: a multigroup invariance analysis of acceptance among students and teachers DOI Creative Commons
Cloneria Nyambali Jatileni, Sari Havu‐Nuutinen, Susanna Pöntinen

et al.

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: July 3, 2024

Students’ use of personal mobile devices (PMDs), including smartphones, tablets, and laptops, in mathematics classrooms globally has become feasible due to the implementation bring your own device (BYOD) initiatives policies schools. academic PMDs learning been associated with increased motivation, enjoyment, enhanced performance. While debates continue worldwide on bans schools, it is noteworthy that students Namibian basic education are not permitted This study employed a comparative nonexperimental quantitative research design assess perceived usefulness (PU) behavioural intention (BI) among 500 209 teachers. The volunteer purposeful sampling method select participating teachers from government schools Omusati Khomas regions. Student selection was based self-selection full-class groups. Similarly, utilised recruit grades 4–12 Utilising structural equation modelling, findings revealed expressed more positive ratings for PMD than did Furthermore, PU significantly predicted students’ BI learn school. Multigroup confirmatory factor analysis supported configural, metric, scalar invariance structures across both participant However, when latent means set 0, teachers’ mean parameter estimates negative, suggesting potential disparities. Teachers should recognise leverage perceptions enhance motivation engagement learning. Simultaneously, ensuring consistent assessment groups essential, while addressing reservations through professional development support remains crucial.

Language: Английский

Citations

0