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。
rn to adopt technology to
increase quality of learning especially as they are more experienced. The above
results showed that working experience is not an obstruction towards the use of
technology in class and that educators with a higher working experience can be
keen to use technology. This negates the wrong notion that those with greater
working experience are hesitant to apply technology as a support in learning
and teaching. We, therefore, deduce that the willingness to use technology is
independent on the years of working experience.
2)
Gender differences in Teacher Computer Acceptance
2.1
Level of confidence
Based
on the survey conducted by Parker &Leonie 2002, Haynie 2003, Weber & Custer
2005, it was found that female teachers are field dependent and technophobia
while male teachers being field independent and prefer application of media to
instruction.
Table
3. Confidence level of participants with respect to gender
From
the Table 3, the following statements can be deduced :
Both
male and female are found to have an almost similar ratio of 134: 140 and 164 :
171, respectively towards confidence level of acceptance in the use of
technology.
H0 :
Confidence to use technology is independent upon gender
H1 :
Confidence to use technology is dependent upon gender
Using
the Chi-Square value = 0.957, p= 0.620 >5%, We conclude that at a 5% level
of significance, there is no link between confidence to use technology and
gender, therefore we accept H0. With Cramer’s V = 0.055 out of a possible
maximum of 1, we can confirm this disassociation between confidence to use
technology and gender. Our findings contradict the results previously
undertaken by Parker &Leonie 2002, Haynie 2003, Weber & Custer 2005.
The results also oppose the study conducted by Russell & Bradley (1997),
that teacher’s lack of confidence in their ability to use computer in the
classroom is likely to be related at least in part to their training and
professional development. From our analysis, we have found out that, 112 out of
155 (72.3%) males and 157 out of 217 (72.4%) female are computer-trained. We
hereby deduce that confidence to use technology is independent upon gender.
2.2
Willingness level according to gender
Based
on the survey conducted by Young (2000) , he found that there is a significant
gender differences in computer acceptance where male domain scale showed that
male were more likely to have affirmed computers as a masculine area.
From
the above table, the following statements can be deduced:
5 out
of 154 males and 34 out 217 females are not willing to use technology in
classroom. Despite both male and female are found to be confident to use
technology, there is a disparity with the findings with respect to willingness.
H0 :
There is no relationship between gender and willingness towards usage of
technology.
H1 :
There is a relationship between gender and willingness towards usage of
technology.
Using
the Chi-Square value = 14.774, p= 0.000<5%, We conclude that at a 5% level
of significance, there is an association between willingness to use technology
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。