Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety
Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety
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DOI：
10.1080/10494820.2015.1113709
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发表时间：
2016-02-17
影响因子：
5.4
通讯作者：
Churchill, Daniel
中科院分区：
文献类型：
--
作者：
Chiu, Thomas K. F.;Churchill, Daniel
学校教师的信念、态度和焦虑水平是影响移动的设备在教学中的接受、采用和整合的重要因素。为了理解如何维持设备的使用，我们需要了解是什么影响了教师，以及这些因素如何改变。本研究采用准实验设计，采用教学前、后问卷调查的方法，探讨影响教师在使用这些教学设备教授不同科目前后的信念、态度和焦虑水平的因素。62名中学教师被分为两组-语文和人文学科组，以及数学和科学组。重复测量方差分析被用来分析问卷数据，并显示数学和科学组经历了积极的变化后，使用移动的设备的信念，但语言和人文组没有。在使用设备后，两组人的焦虑水平都有所降低，但态度没有变化。教师专业计划，学校政策和持续支持移动终端集成的影响进行了讨论。
Beliefs, attitudes and anxiety levels of schoolteachers are important factors influencing the acceptance, adoption and integration of mobile devices in teaching. To understand how to sustain device use, we need to understand what influences teachers and how such factors can change. We adopted a quasi-experimental design using pre- and post-questionnaires to investigate factors influencing the beliefs, attitudes and anxiety levels of teachers before and after using such devices to teach different subjects. Sixty-two secondary school teachers were divided into two groups - language and humanities, and mathematics and science. Repeated measures ANOVAs were used to analyze questionnaire data, and showed the mathematics and science group experienced a positive change in beliefs after use of mobile devices, but the language and humanities group did not. Both groups experienced lower levels of anxiety, but unchanged attitudes, after device use. Implications for teacher professional programs, school policies and ongoing support for mobile device integration are discussed.