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。
According to other reports the reasons
above mentioned were the most probable ones. Whether an educator fear the use
of technology or is it because of other reasons that they deny the use of
technology can be analyzed in this section, thereby meeting the objectives of
our research.
Reasons
for Prior “ Yes “ Answer
Prior
to question 4, if respondents are willing to use technology in their class, the
above are the probable reasons, once again in the Likert scale.
The last
item of the questionnaire is an open ended reliability question where the
respondent can give their own opinion on the willingness to use technology in
class.
Data preparation for Analysis
Data
Coding for questionnaire
For
closed-end questions, numerical codes were assigned to each of the options (one
for yes and two for no). This facilitated the data entry of the respondents so
that the chosen codes could be directly input into the data analysis program
SPSS. For open-end questions, the respondents’ answers were marked down on a
separate file and then classified accordingly.
Data
Entry
After
coding the questionnaires, the coded answers of the respondents were input in
SPSS program into the appropriate variables for data analysis.
Data
analysis
The
SPSS program was used to generate descriptive statistics, Chi square tests
(Crosstabs) to find the relationship between the two nominal/ordinal variables
and One Sample T test to compare the mean difference.
Results
And Discussion
Background
information of respondents
In
this study, a total of 372 secondary educators with 155 male and 217 female
completed the distributed questionnaires. From Figure1, 40.6% of the
respondents are aged between 20-30 years old, 30.6% between 30-40 years, 16.4%
within 40-50 years and 11.3% above 50 years old. The majority of our
participants (36.8%) teaches in the Art field (24.8% male, 75.2% female),
followed by Mathematics (13.4%),
Economics (13.4%) and
Science side (12.9%). In
terms of the teaching experience variable, 35.2% of the respondents have less
than 5 years of working experience. More than half (53.5%) completed a
university degree and another 33.1% reached until postgraduate level.
Figure
2 shows that the most popular technological tool available in our secondary
school is computer supported with internet access with a total of 29%, followed
by projector (14%) and educational TV with DVD facility with a share of 12%
respectively. Only a few schools are equipped with laptop, digital camera and
mobile phones.
Teacher’s
willingness towards technology usage
To
test whether educators are technophile, a reliability question was set up “are
you willing to use technology” and “do you welcome the use of technology”. The
purpose was to identify how far is our participants’ answers reliable and it
was found out that 89.2% are willing to use technology while 80.6% do welcome
the use of technology in class. Numerous studies concluded that the willingness
to use ICT tools depend heavily not solely upon its usability, but also with
respect to its perceived usefulness (Cox et al, 1999, Lam, 2000, Preston et al,
2000, Yu
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