Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling

Humanities and Social Sciences Communications, Год журнала: 2023, Номер 10(1)

Опубликована: Июль 6, 2023

Abstract The integration of Information and Communication Technology (ICT) can significantly improve teaching learning outcomes, but various factors determine the degree to which ICT is integrated into educational practices. This study used quantitative methodology examine four key that impact in-service teachers’ how they interact with each other. Data was collected through snowball sampling from 685 teachers in Henan Province, China. Using partial least squares structural equation modeling (PLS-SEM), analyzed Acceptance Model 3 (TAM 3) Will-Skill-Tool model (WST model): attitudes (AT), self-efficacy (SE), digital competence (DC), tools utilization (DTU). findings revealed all elements exerted a noteworthy influence on by instructors. Meanwhile, attitudes, competence, have mediating effect this research. Additionally, examined gender, age, experience these integration. females exhibit higher levels positive than males, while aged 31–35 years stronger abilities, tool use, compared younger or older teachers. Furthermore, less three self-efficacy, those more ten experience. implication provides valuable insights for designing effective ICT-based instruction developing teacher education technology programs aimed at promoting classroom.

Язык: Английский

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Opportunities and challenges of using immersive technologies to support students’ spatial ability and 21st-century skills in K-12 education

Education and Information Technologies, Год журнала: 2023, Номер 29(5), С. 5571 - 5597

Опубликована: Июль 18, 2023

Abstract Organic chemistry, also known as stereochemistry, is a subject considered to be notably complex for students understand. Knowledge construction in stereochemistry might demand the ability imagine or visualise distribution of atoms. For with insufficient spatial ability, this could confusing. This study aimed explore empirically and teachers’ experiences regarding opportunities challenges they encountered when using virtual reality (VR) augmented (AR) technologies teach learn well how these support students’ 21st-century skills K-12 education by participating lab environments. Using design-based research methods, an exploratory based on utilization immersive was designed carried out three groups Grade 8. Two researchers observed activities that were implemented, after which answered qualitative survey about specific teaching design their understanding molecules 3D space. The schoolteacher interviewed afterwards, she shared her motives goals (e.g., what sought achieve) teaching. results show had positive experience learning chemistry through realities, increased motivation subject, test improved slightly. However, it essential teacher possess technological know-how VR AR achieve intended goals. findings highlight added value enhancing processes central role designer leader group.

Язык: Английский

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Perspectives of University Educators Regarding ChatGPT: A Validation Study Based on the Technology Acceptance Model

Research Square (Research Square), Год журнала: 2024, Номер unknown

Опубликована: Фев. 6, 2024

Background ChatGPT is a generative artificial intelligence (AI) model that has promising potential in higher education. Nevertheless, the integration of into education requires assessment university educators’ perspectives regarding this novel technology. This study aimed to develop and validate survey instrument specifically tailored assess usability acceptability among educators. Methods Development items was based on Technology Acceptance Model (TAM) followed by expert content validity pilot testing improve phrasing items. The involved demographic variables addition total 40 TAM-based distributed educators Jordan two phases: February 2023–April 2023 October 2023. self-administered via convenience approach contacts authors. Assessment construct done through exploratory factor analysis (EFA) principal component (PCA), while internal consistency inferred constructs checked using Cronbach’s α. Results final sample comprised 236 educators, with 72% who heard before (n = 169), whom 76 have already used (45%). EFA showed significant Bartlett’s test sphericity (P < .001) adequate Kaiser-Meyer-Olkin measure (KMO .698). six explained cumulative 64% variance attitude ChatGPT. These 31 classified into: (1) “Effectiveness” (α .845), (2) “Anxiety” .862), (3) “Technology readiness .885), (4) Perceived usefulness .848), (5) Social influence .803), (6) risk .796). Conclusions identified key could be exploited for comprehensive understanding educators' toward herein termed “Ed-TAME-ChatGPT” positive influencing factors such as perceived effectiveness, technology, social negative including anxiety risk. developed can provide robust framework further investigation given nearly inevitable AI

Язык: Английский

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Cypriot teachers’ digital skills and attitudes towards AI

Discover Education, Год журнала: 2025, Номер 4(1)

Опубликована: Янв. 3, 2025

Artificial Intelligence (AI) is now everywhere, including in the classroom. Thus, it crucial for teachers not only to be able use AI, but also understand it, as they bear responsibility of teaching next generation with and about AI. Although there have been extensive discussions importance digital skills knowledge limited research has focused on attitudes, skills, AI literacy levels teachers, within small populations where English native language, such Cyprus. Our study addresses this gap by adapting General Attitudes Towards Scale (GAAIS) Literacy (AILS) into Greek investigating attitudes towards literacy, intentions teach among The versions GAAIS AILS validated, demonstrating good validity reliability. findings indicate that Cypriot generally possess intermediate maintain neutral exhibit literacy. Moreover, we discovered significant positive correlations between teachers' their

Язык: Английский

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Metaverse revolution: A paradigm shift in skill enhancement

Elsevier eBooks, Год журнала: 2025, Номер unknown, С. 113 - 122

Опубликована: Янв. 1, 2025

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