Digital Learning Resources and Ubiquitous Technologies in Education

被引：48
作者：
Camilleri M.A. [1 ,2 ]
Camilleri A.C. [3 ]
机构：
[1] Resident Academic, Department of Corporate Communication, Faculty of Media and Knowledge Sciences, MAKS603, University of Malta, Msida
[2] The Business School, University of Edinburgh, Bucchleuch Place, Edinburgh, Scotland
[3] Department of Psychology, University of Bath, Bath
来源：
Technology, Knowledge and Learning | 2017年 / 22卷 / 01期
关键词：
Digital learning resources; Educational technologies; ICT in education; Principal component analysis; Stepwise regression analysis; Technology acceptance model;
D O I：
10.1007/s10758-016-9287-7
中图分类号：
学科分类号：
摘要：
This research explores the educators’ attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst 241 educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educators’ perspective. A principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this contribution puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes. © 2016, Springer Science+Business Media Dordrecht.
引用
收藏
页码：65 / 82
页数：17
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