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。
en & Ma, 2002). Based on another survey conducted by Rudd et al
“Harnessing Technology Schools Survey” (2009), it was found that the vast
majority of teachers are both enthusiastic and confident in using ICT to
support teaching and learning.
Teacher’s
willingness according to Age Group
According
to (Prensky, 2001) “digital natives” and “digital immigrants” illuminate the
relative distance of older people from the internet compared to younger
generations. Digital natives represents the first generations to grow up with
new technology and have spent and are spending their lives surrounded by and
using all kinds of technology. Whilst Digital Immigrants is that term defining
those not born into digital world but at some point become fascinated by and
adopted aspects of new technology. “Digital Immigrant Educators grouse”
From
the above table, the following statements can be deduced:
Considering
the youngest age group, >20-30 yrs, there is a ratio of 144 : 151 who are
willing to use technology. In comparison with the age group, >50 yrs, there
willingness ratio is almost the same, i.e, 39:42.
H0 :
The willingness to use technology is affected by age group
H1 :
The willingness to use technology is not affected by age group
Using
the Chi-Square test with a value of 73.192, p = 0.000 <5%, we hereby reject
H0. We conclude that at a 5% level of significance, there is an association
between the use of technology and age difference. Using Cramer’s V value =
0.447 out of a possible maximum of 1, there is a weak relationship between
willingness to use technology and age group. From our analysis, we can justify
the study conducted by Rudd et al “Harnessing Technology Schools Survey” (2009)
that indeed age is not a barrier to use technology in class. Educators within
an age group >50 years can be enthusiastic to use technology. The results
negate the misconception about Digital Immigrantship that those with higher age
group are reluctant to apply technology as a support in learning and teaching.
We, therefore, deduce that the willingness to use technology is not affected by
age group.
1.2
Teacher’s willingness according to years of Working Experience
From
the above table, the following statements can be assumed:
Considering
smaller working experience, ie, <5 years, there is a ratio 127 : 131 who are
willing to use technology. In comparison with those of higher working
experience, >30 yrs, there willingness ratio is almost the same, i.e, 30:33
H0 :
The willingness to use technology is dependent on years of working experience
H1 :
The willingness to use technology is independent on years of working experience
Using
the Chi-Square value = 28.979, p= 0.000 <5%, we therefore reject H0 and
conclude that at a 5% level of significance, there is an association between
the use of technology and years of working experience. To confirm the strength
of the relationship, Cramer’s V = 0.280 out of a possible maximum of 1, there
is a very weak relationship between willingness to use technology and years of
working experience. Our findings are in contradictory terms with Baek et al
(2006) where they implied that teachers are less conce
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