Integrating technologies into educational ecosystems

by Pierre Dillenbourg
Distance Education; Aug 2008; Vol. 29, No. 2; pg. 127-140.

Abstract

Discourse on e-learning propagated myths that generated overstatements regarding the effects of  technologies on learning. No pedagogical approach could ever meet such overexpectations. The subsequent disappointment actually paves the way for research targeting more realistic goals. As the myths are fading away, learning technologies might take a more modest but nonetheless useful role in education. They are becoming an unnoticeable part of pedagogical interventions. This contribution describes learning technologies as melting into a beam of educational tools, integrated within many other pedagogical activities that the teacher orchestrates.

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Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs

by Kristi Jauregi, Emerita Bañados.

ReCALL : the Journal of EUROCALL. Cambridge: May 2008. Vol. 20, Iss. 2; pages 183-207.

Abstract

This paper describes an intercontinental project with the use of interactive tools, both synchronous and asynchronous, which was set up to internationalize academic learning of Spanish language and culture.
The objective of this case study was to investigate whether video-web communication tools can contribute to enriching the quality of foreign language curricula, by facilitating a motivating virtual communication environment for purposeful interaction between non native and native speakers of Spanish to accomplish learning tasks. The project was carried out between a class of twenty Spanish as foreign language students from the University of Utrecht, The Netherlands, and a class of twenty Chilean trainee Spanish teachers from the University of Concepción, Chile. Students interacted weekly, over two months, in dyads and small groups making use of a video-web communication tool, Adobe Connect.
The video-web communication tool enabled synchronous interactions, during which participants could see each other while talking and sharing audiovisual documents on-line. A blog was also used to promote collaboration, reflection and exchange of ideas about issues raised during the synchronous sessions.
Qualitative data was collected through a questionnaire, analysis of recordings of learners’ interaction sessions and the project blog. Results show a positive impact on motivation and on learning outcomes, particularly regarding understanding of the use of language in given contexts, and of cultural issues.

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Exploring teacher acceptance of e-learning technology

by: Allan H. K. Yuen; Will W. K. Ma

Published in: Asia-Pacific Journal of Teacher Education, Volume 36, Issue 3 August 2008, pages 229 – 243.

Abstract

A number of studies have indicated that the successful pedagogical use of technology depends on teachers’ attitudes and acceptance towards technology. In order to predict and understand teachers’ technology use and acceptance, a well-defined framework is essential. The purpose of the present paper attempts to explore a model to understand teacher acceptance of e-learning technology. A self-reported questionnaire was designed to examine teacher acceptance and attitude towards an online learning platform. Data were collected from 152 in-service teachers who were studying in a part-time teacher education program in Hong Kong. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find a better model to understand teacher acceptance of e-learning technology. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm and computer self-efficacy, were formed and tested in the study. LISREL was used in the data analysis. It was found that subjective norm and computer self-efficacy serve as the two significant perception anchors of the fundamental constructs in TAM. However, contrary to previous literature, perceived ease of use became the sole determinant to the prediction of intention to use, while perceived usefulness was non-significant to the prediction of intention to use. Altogether, subjective norm, computer self-efficacy and perceived ease of use were able to explain 68% of the variance observed in users’ intention to use the e-learning system. Implications to teacher education and teacher professional development are discussed.

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To cite this Article:

Yuen, Allan H. K. and Ma, Will W. K. (2008), Exploring teacher acceptance of e-learning technology, Asia-Pacific Journal of Teacher Education, 36(3), 229-243.