摘要:本文是一篇教育学技术应用论文,教育者在使用技术方面有信心吗?研究结果表明,男性和女性都有信心使用技术,但都不愿意由于如缺乏资源或者没有获得适当的培训这些其他的原因而去使用技术。
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Survey
method
The
respondents have to answer basic/factual questions like gender, number of
teaching experience (filtered in < 5 yrs or more). Whether teachers are
willing to use technology in their classroom will be answered in Yes/No;
following which the criteria will be set and items being matched using the Likert
scale respectively.
Stratified
Random Sampling
Based
on the Education
statistics of 2009, the educator’s population is estimated to
be around 16000, inclusive of primary, secondary and prevocational teachers.
The
stratified random sampling procedure is that probabilistic method where the
target audience is classified in different strata.
However,
it would be not practical to carry the survey among all secondary educators in
Mauritius. We hence use a sample as shown in the table below :
To
make sure that the sample reflects the population, we use a random sample.With
a population of approximately 16000, the sample size is determined using a
confidence level of 95% and confidence interval being 5. Hence the sample size
that was required is 375. However there were only 372 respondents.
Considering
the budget and time constraints in getting the results, it was convenient for
us to conduct the survey in the schools we are currently working in and schools
which are easily accessible. The demographic parameter is thus convenient to
our best judgment. It goes without saying this is done for a closer monitoring
in view of getting a higher response rate.
Advantage
1. A questionnaire provides better data for making
decisions.
Disadvantage
Respondents
are very often not keen to fill in questionnaires, and the integrity with which
they are filled is most of the times biased, if not monitored properly.
Questionnaire
design
Respondent
Profile
The
respondent profile helps to analyse the results in terms of age group, gender,
field of teaching, qualifications, and years of working experience and level of
computer training acquired. In so doing, it provides an unbiased conception on
the results. However, we have kept a degree of anonymity.
Overview
The
above section allows us to determine whether the educators are able to show
what they understand from the term “Educational Technology”. It may be that our
educators are wrongly informed about the tools of educational technology. As
mentioned in previous section in the report, Learning technology is not bound
to laptop and projectors only.
Technological
Resources
Obviously,
educators are here required to tick the resources which are available at the respective
schools. This will help identify if lack of resources be a reason for not using
technology in class.
Personal
Opinion
Personal
opinion of the respondent is required. A dichotomous question which is going to
be justified in the sections that follows.
Reasons
for Prior “ No” Answer
This
section in the Likert scale will help determine the reasons why educators are
not willing to use technology in class.
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