Pub Date : 2021-04-03DOI: 10.1080/07380569.2021.1911540
Suhkyung Shin, Jongpil Cheon, Sungwon Shin
Abstract Incorporating computer science (CS) into K–12 education has been highlighted in recent years as an important way to promote computational thinking skills. The aim of this study was to investigate teachers’ experiences with a new CS curriculum and address challenges to teachers during implementation. This study was designed to evaluate CS curriculum implementation in order to inform CS practices. Interview and survey data were collected and analyzed. Findings showed that teachers had high confidence in teaching CS; however, they sought professional development to acquire content knowledge and instructional strategies to effectively engage students in learning. As for the curriculum and students, the scope of the curriculum needed to be adjusted along with students’ prerequisite skills and knowledge. As for the context, some schools did not have appropriate facilities. Recommendations for implementing CS curricula and implications are discussed.
{"title":"Teachers’ Perceptions of First-Year Implementation of Computer Science Curriculum in Middle School: How We Can Support CS Initiatives","authors":"Suhkyung Shin, Jongpil Cheon, Sungwon Shin","doi":"10.1080/07380569.2021.1911540","DOIUrl":"https://doi.org/10.1080/07380569.2021.1911540","url":null,"abstract":"Abstract Incorporating computer science (CS) into K–12 education has been highlighted in recent years as an important way to promote computational thinking skills. The aim of this study was to investigate teachers’ experiences with a new CS curriculum and address challenges to teachers during implementation. This study was designed to evaluate CS curriculum implementation in order to inform CS practices. Interview and survey data were collected and analyzed. Findings showed that teachers had high confidence in teaching CS; however, they sought professional development to acquire content knowledge and instructional strategies to effectively engage students in learning. As for the curriculum and students, the scope of the curriculum needed to be adjusted along with students’ prerequisite skills and knowledge. As for the context, some schools did not have appropriate facilities. Recommendations for implementing CS curricula and implications are discussed.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"98 - 124"},"PeriodicalIF":0.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1911540","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47104733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/07380569.2021.1911554
Hatice Odacı, E. Erzen
Abstract The purpose of this study was to examine to what extent the attitude toward computers and disposition to critical thinking of postgraduate students in the field of educational sciences predicted their research self-efficacy and to investigate the difference in these variables on the basis of students’ postgraduate education levels. Participants were 197 postgraduate students in the field of educational sciences in eight different public universities in Turkey: 105 (53.3%) doctoral students, 92 (46.7%) master’s students. The results revealed a significant positive attitude between research self-efficacy and critical thinking. The results also showed that attitude toward computers and critical thinking accounted for 3% of total research self-efficacy variation; and that of these two variables, critical thinking made a significant contribution to the model. Based on ongoing levels of education, there was a significant difference between the research self-efficacies of master’s and doctoral students. The source of this variation was attributed to doctoral students’ research self-efficacy scores being significantly higher than those of master’s students. Additionally, results showed a significant difference between attitudes toward computers of master’s and doctoral students.
{"title":"Attitude toward Computers and Critical Thinking of Postgraduate Students as Predictors of Research Self-Efficacy","authors":"Hatice Odacı, E. Erzen","doi":"10.1080/07380569.2021.1911554","DOIUrl":"https://doi.org/10.1080/07380569.2021.1911554","url":null,"abstract":"Abstract The purpose of this study was to examine to what extent the attitude toward computers and disposition to critical thinking of postgraduate students in the field of educational sciences predicted their research self-efficacy and to investigate the difference in these variables on the basis of students’ postgraduate education levels. Participants were 197 postgraduate students in the field of educational sciences in eight different public universities in Turkey: 105 (53.3%) doctoral students, 92 (46.7%) master’s students. The results revealed a significant positive attitude between research self-efficacy and critical thinking. The results also showed that attitude toward computers and critical thinking accounted for 3% of total research self-efficacy variation; and that of these two variables, critical thinking made a significant contribution to the model. Based on ongoing levels of education, there was a significant difference between the research self-efficacies of master’s and doctoral students. The source of this variation was attributed to doctoral students’ research self-efficacy scores being significantly higher than those of master’s students. Additionally, results showed a significant difference between attitudes toward computers of master’s and doctoral students.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"125 - 141"},"PeriodicalIF":0.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1911554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49067802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/07380569.2021.1912541
Sarah McGrew
Abstract This study investigated how high school students evaluated online information on social and political topics. Eighteen juniors and seniors, at a school that attempts to leverage technology to personalize learning, thought aloud as they completed online reasoning tasks. Three themes emerged from analyses of think-aloud data. First, students assembled ad hoc lists of surface features (e.g., a website’s layout or top-level domain) that they used to render decisions about whether content was trustworthy. Next, they judged the usability of an article as a way to decide whether it was reliable. Finally, they interpreted the presence of data as conferring credibility on online posts, regardless of the quality of the source. These students spent a great deal of the school day in front of computers, yet this study suggests that students relied on evaluation tactics best suited for vetted print information—not the open web.
{"title":"Skipping the Source and Checking the Contents: An in-Depth Look at Students’ Approaches to Web Evaluation","authors":"Sarah McGrew","doi":"10.1080/07380569.2021.1912541","DOIUrl":"https://doi.org/10.1080/07380569.2021.1912541","url":null,"abstract":"Abstract This study investigated how high school students evaluated online information on social and political topics. Eighteen juniors and seniors, at a school that attempts to leverage technology to personalize learning, thought aloud as they completed online reasoning tasks. Three themes emerged from analyses of think-aloud data. First, students assembled ad hoc lists of surface features (e.g., a website’s layout or top-level domain) that they used to render decisions about whether content was trustworthy. Next, they judged the usability of an article as a way to decide whether it was reliable. Finally, they interpreted the presence of data as conferring credibility on online posts, regardless of the quality of the source. These students spent a great deal of the school day in front of computers, yet this study suggests that students relied on evaluation tactics best suited for vetted print information—not the open web.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"75 - 97"},"PeriodicalIF":0.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1912541","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42797975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-04DOI: 10.1080/07380569.2022.2090764
Teresa M. Ober, Matthew F. Carter, Meghan R. Coggins, Audrey Filonczuk, Casey Kim, Maxwell R. Hong, Ying Cheng
Abstract During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < .01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies.
{"title":"Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers","authors":"Teresa M. Ober, Matthew F. Carter, Meghan R. Coggins, Audrey Filonczuk, Casey Kim, Maxwell R. Hong, Ying Cheng","doi":"10.1080/07380569.2022.2090764","DOIUrl":"https://doi.org/10.1080/07380569.2022.2090764","url":null,"abstract":"Abstract During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < .01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"342 - 372"},"PeriodicalIF":0.9,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49481890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/07380569.2020.1835388
Nina Mandracchia, Wesley A. Sims
Abstract As technology use continues to rapidly increase, so too does consumer use of web-based resources. While important, accessibility is often overemphasized by users when consuming and evaluating web resources. This prioritization may have particularly negative consequences for the selection of supports or interventions in educational settings. This study outlines the development of Usage Rating Profile-Web Resource (UPR-WR), an assessment designed to support the identification, evaluation, and use of web resources. Additionally, preliminary validity evidence supporting the URP-WR interpretation and use argument (IUA) is presented. Content validation and exploratory factor analyses results yielded an URP-WR comprised of 31 items across four identified factors: plausibility, accessibility, appearance, and systems support. Extracted factors demonstrated acceptable reliability estimates (α = 0.82–0.93) and levels of social validity. This resulting URP-WR stands to provide assessment data that will aid educators in selecting web resources of quality for use in a practical setting.
{"title":"Development of the Usage Rating Profile-Web Resource (URP-WR): Using Assessment to Inform Web Resource Selection","authors":"Nina Mandracchia, Wesley A. Sims","doi":"10.1080/07380569.2020.1835388","DOIUrl":"https://doi.org/10.1080/07380569.2020.1835388","url":null,"abstract":"Abstract As technology use continues to rapidly increase, so too does consumer use of web-based resources. While important, accessibility is often overemphasized by users when consuming and evaluating web resources. This prioritization may have particularly negative consequences for the selection of supports or interventions in educational settings. This study outlines the development of Usage Rating Profile-Web Resource (UPR-WR), an assessment designed to support the identification, evaluation, and use of web resources. Additionally, preliminary validity evidence supporting the URP-WR interpretation and use argument (IUA) is presented. Content validation and exploratory factor analyses results yielded an URP-WR comprised of 31 items across four identified factors: plausibility, accessibility, appearance, and systems support. Extracted factors demonstrated acceptable reliability estimates (α = 0.82–0.93) and levels of social validity. This resulting URP-WR stands to provide assessment data that will aid educators in selecting web resources of quality for use in a practical setting.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"269 - 291"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1835388","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49089254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/07380569.2020.1830254
P. Saal, M. Graham, L. van Ryneveld
Abstract This qualitative case study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) created by Venkatesh, Morris, Davis, and Davis (2003) to investigate the elements that facilitate and hinder the integration of educational technology in mathematics education in economically disadvantaged areas of South Africa. Semi-structured interviews were conducted with two school leaders and three Grade 5 mathematics teachers from two smart schools, one in Gauteng and the other in the Western Cape Province, which were conveniently and purposefully selected. Additionally, one mathematics lesson was observed at each of these schools. To analyze the responses from interviews, content analyses were used. Findings showed that facilitating conditions such as adequate technological infrastructure and qualified information technology technicians influenced the actual teacher use of educational technology in mathematics instruction. However, social influence had the largest impact on these teachers’ integration of educational technology in mathematics education. Implications for practice are discussed.
{"title":"Integrating Educational Technology in Mathematics Education in Economically Disadvantaged Areas in South Africa","authors":"P. Saal, M. Graham, L. van Ryneveld","doi":"10.1080/07380569.2020.1830254","DOIUrl":"https://doi.org/10.1080/07380569.2020.1830254","url":null,"abstract":"Abstract This qualitative case study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) created by Venkatesh, Morris, Davis, and Davis (2003) to investigate the elements that facilitate and hinder the integration of educational technology in mathematics education in economically disadvantaged areas of South Africa. Semi-structured interviews were conducted with two school leaders and three Grade 5 mathematics teachers from two smart schools, one in Gauteng and the other in the Western Cape Province, which were conveniently and purposefully selected. Additionally, one mathematics lesson was observed at each of these schools. To analyze the responses from interviews, content analyses were used. Findings showed that facilitating conditions such as adequate technological infrastructure and qualified information technology technicians influenced the actual teacher use of educational technology in mathematics instruction. However, social influence had the largest impact on these teachers’ integration of educational technology in mathematics education. Implications for practice are discussed.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"253 - 268"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1830254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44877703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper describes a French research project to co-design an early literacy/early numeracy tablet app for kindergarten students. In order to create an app that takes into account classroom/teaching constraints and the results of recent research, we adopted a theoretical co-design framework and followed a methodology involving researchers, education professionals and software engineers. We describe the design process and the app’s educational content, together with the results of an initial trial of the app on a small sample of preschoolers, which showed that it is ready for larger scale testing. We conclude by discussing the specificities of our project and its contribution to the literature on the development of classroom apps for preschoolers.
{"title":"Co-Designing a New Educational Tablet App for Preschoolers","authors":"Lara Hoareau, Youssef Tazouti, J. Dinet, Aude Thomas, Christophe Luxembourger, Blandine Hubert, Jean-Paul Fischer, Annette Jarlégan","doi":"10.1080/07380569.2020.1830253","DOIUrl":"https://doi.org/10.1080/07380569.2020.1830253","url":null,"abstract":"Abstract This paper describes a French research project to co-design an early literacy/early numeracy tablet app for kindergarten students. In order to create an app that takes into account classroom/teaching constraints and the results of recent research, we adopted a theoretical co-design framework and followed a methodology involving researchers, education professionals and software engineers. We describe the design process and the app’s educational content, together with the results of an initial trial of the app on a small sample of preschoolers, which showed that it is ready for larger scale testing. We conclude by discussing the specificities of our project and its contribution to the literature on the development of classroom apps for preschoolers.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"234 - 252"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1830253","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/07380569.2020.1830257
Shun Xu, Sha Zhu
Abstract Based on an extensive literature review, in this study we proposed a model of influencing factors that affect teachers’ intention to adopt mobile devices in teaching. An online survey questionnaire was developed to investigate K-12 teachers’ intention to adopt mobile devices in teaching and the influencing factors of that intention. Partial least squares (PLS) was employed to validate the proposed model and hypotheses using data collected from 132 primary and secondary school teachers. Results showed that teachers’ attitude and technology beliefs, and their self-efficacy regarding mobile-based teaching had significant positive impacts on their intention to adopt mobile devices in teaching. Meanwhile, teachers’ mobile device skills and mobile-based pedagogical knowledge strongly influenced their self-efficacy of mobile device-based teaching. Finally, the subject culture clash had a significant negative influence on teachers’ attitudes, technology beliefs, and self-efficacy toward mobile-based teaching. Based on these findings, we put forward a number of suggestions to promote teaching using mobile devices.
{"title":"Factors Influencing K-12 Teachers’ Intention to Adopt Mobile Devices in Teaching","authors":"Shun Xu, Sha Zhu","doi":"10.1080/07380569.2020.1830257","DOIUrl":"https://doi.org/10.1080/07380569.2020.1830257","url":null,"abstract":"Abstract Based on an extensive literature review, in this study we proposed a model of influencing factors that affect teachers’ intention to adopt mobile devices in teaching. An online survey questionnaire was developed to investigate K-12 teachers’ intention to adopt mobile devices in teaching and the influencing factors of that intention. Partial least squares (PLS) was employed to validate the proposed model and hypotheses using data collected from 132 primary and secondary school teachers. Results showed that teachers’ attitude and technology beliefs, and their self-efficacy regarding mobile-based teaching had significant positive impacts on their intention to adopt mobile devices in teaching. Meanwhile, teachers’ mobile device skills and mobile-based pedagogical knowledge strongly influenced their self-efficacy of mobile device-based teaching. Finally, the subject culture clash had a significant negative influence on teachers’ attitudes, technology beliefs, and self-efficacy toward mobile-based teaching. Based on these findings, we put forward a number of suggestions to promote teaching using mobile devices.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"292 - 309"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1830257","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49120874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/07380569.2020.1834821
Adva Margaliot, D. Gorev
Abstract Teachers’ motivation to collaborate depends on their beliefs about its contribution to learning and teaching. This mixed method study applied cognitive orientation (CO) theory to measure 266 pre-service teachers' willingness to engage in online collaborative learning (OCL) after experiencing it. Willingness to engage in OCL was examined via a digital CO questionnaire regarding four types of beliefs: one’s own functionality, one’s experience with OCL, the ideal collaborative functioning of the group, and OCL goals. Next, the correlation between these beliefs was determined. A correlation between at least three beliefs indicated a tendency, which we termed a theme. The themes possibly predicting posterior inclusion of OCL were confidence in functioning, perceived value of the collaborative writing process, and relevance of the task sequence to professional development. This research suggests a method for extracting themes indicating willingness to engage in OCL in order to demonstrate ways to enhance that willingness.
{"title":"Once they’ve Experienced it, will Pre-Service Teachers be Willing to Apply Online Collaborative Learning?","authors":"Adva Margaliot, D. Gorev","doi":"10.1080/07380569.2020.1834821","DOIUrl":"https://doi.org/10.1080/07380569.2020.1834821","url":null,"abstract":"Abstract Teachers’ motivation to collaborate depends on their beliefs about its contribution to learning and teaching. This mixed method study applied cognitive orientation (CO) theory to measure 266 pre-service teachers' willingness to engage in online collaborative learning (OCL) after experiencing it. Willingness to engage in OCL was examined via a digital CO questionnaire regarding four types of beliefs: one’s own functionality, one’s experience with OCL, the ideal collaborative functioning of the group, and OCL goals. Next, the correlation between these beliefs was determined. A correlation between at least three beliefs indicated a tendency, which we termed a theme. The themes possibly predicting posterior inclusion of OCL were confidence in functioning, perceived value of the collaborative writing process, and relevance of the task sequence to professional development. This research suggests a method for extracting themes indicating willingness to engage in OCL in order to demonstrate ways to enhance that willingness.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"217 - 233"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1834821","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46431294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/07380569.2020.1793050
Fereshteh Zeynivandnezhad, A. Mousavi, Hiroki Kotabe
Abstract The learning process of constructing concepts in mathematics can be supported by visualization in graphical, numerical, and symbolic representations. However, previous research suggests that students have not fully taken advantage of the opportunities provided by these technologies. Two key factors, including mathematics conception and mathematics study approaches differentially used such technologies and consequently promote the quality of mathematics education. We hypothesized that these key factors play a key role in this shortcoming. A survey of 442 high school students from Iran was conducted to examine the hypotheses through structural equation modeling. Results confirmed that mathematics conception and mathematics study approaches were associated with students’ experiences and evaluations of using supportive digital technologies in mathematics learning. Moreover, mathematics study approaches mediated the relationship between mathematics conception and students’ experiences and evaluation of using these digital technologies. These findings explain how mathematics conception contributes to learning experiences when students use such digital technologies.
{"title":"The Mediating Effect of Study Approaches between Perceptions of Mathematics and Experiences Using Digital Technologies","authors":"Fereshteh Zeynivandnezhad, A. Mousavi, Hiroki Kotabe","doi":"10.1080/07380569.2020.1793050","DOIUrl":"https://doi.org/10.1080/07380569.2020.1793050","url":null,"abstract":"Abstract The learning process of constructing concepts in mathematics can be supported by visualization in graphical, numerical, and symbolic representations. However, previous research suggests that students have not fully taken advantage of the opportunities provided by these technologies. Two key factors, including mathematics conception and mathematics study approaches differentially used such technologies and consequently promote the quality of mathematics education. We hypothesized that these key factors play a key role in this shortcoming. A survey of 442 high school students from Iran was conducted to examine the hypotheses through structural equation modeling. Results confirmed that mathematics conception and mathematics study approaches were associated with students’ experiences and evaluations of using supportive digital technologies in mathematics learning. Moreover, mathematics study approaches mediated the relationship between mathematics conception and students’ experiences and evaluation of using these digital technologies. These findings explain how mathematics conception contributes to learning experiences when students use such digital technologies.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"168 - 195"},"PeriodicalIF":0.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1793050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41613727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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