東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Science Teachers' Perception of the ...

Warren, Zachry William.

FindBook

Google Book

Amazon

博客來

Science Teachers' Perception of the Use of Digital Learning Tools for Face-To-Face Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Science Teachers' Perception of the Use of Digital Learning Tools for Face-To-Face Instruction./
作者:	Warren, Zachry William.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	140 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31332298
ISBN:	9798382910697

Science Teachers' Perception of the Use of Digital Learning Tools for Face-To-Face Instruction.
Warren, Zachry William.

Science Teachers' Perception of the Use of Digital Learning Tools for Face-To-Face Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 140 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

Thesis (Ed.D.)--Holy Family University, 2024.

The purpose of this research is to better understand how perceived usefulness (PU) and perceived ease of use (PEU) predict how frequently science teachers use digital learning tools in the physical classroom. The research was based on the widely used Technology Acceptance Model (TAM), originally developed by Davis (1989). The research is significant because of the paucity of research using TAM in the United States educational context. Survey data using a five-item Likert-like scale was collected utilizing a Google form. Participants were middle and high school science teachers recruited from a central New Jersey school district. The independent variables for this research were the two components of TAM, PU and PEU, while the dependent variable was the reported frequency of use of digital learning tools in the classroom. After determining frequent and infrequent users, analysis of the data was carried out with logistic regression utilizing JASP 0.18.3. It was found that PU was a significant indicator of frequency while PEU was insignificant. Overall, the model using both PU and PEU predicted frequent and infrequent users with 79.31% accuracy. One implication is that the TAM model is useful in educational contexts to predict frequency of use of digital tools in the science classroom. A second implication from the findings is that professional development should focus on usefulness rather than ease of use. Future research is needed in different contexts than the relatively affluent district that was the setting for the present research.

ISBN: 9798382910697Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Digital learning tools

Science Teachers' Perception of the Use of Digital Learning Tools for Face-To-Face Instruction.
LDR:02800nmm a2200409 4500 001 2404675
005 20241216064759.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382910697
035 $a (MiAaPQ)AAI31332298
035 $a AAI31332298
040 $a MiAaPQ $c MiAaPQ
100 1 $a Warren, Zachry William. $3 3774996
245 1 0 $a Science Teachers' Perception of the Use of Digital Learning Tools for Face-To-Face Instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 140 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
500 $a Advisor: Gee, Roger.
502 $a Thesis (Ed.D.)--Holy Family University, 2024.
520 $a The purpose of this research is to better understand how perceived usefulness (PU) and perceived ease of use (PEU) predict how frequently science teachers use digital learning tools in the physical classroom. The research was based on the widely used Technology Acceptance Model (TAM), originally developed by Davis (1989). The research is significant because of the paucity of research using TAM in the United States educational context. Survey data using a five-item Likert-like scale was collected utilizing a Google form. Participants were middle and high school science teachers recruited from a central New Jersey school district. The independent variables for this research were the two components of TAM, PU and PEU, while the dependent variable was the reported frequency of use of digital learning tools in the classroom. After determining frequent and infrequent users, analysis of the data was carried out with logistic regression utilizing JASP 0.18.3. It was found that PU was a significant indicator of frequency while PEU was insignificant. Overall, the model using both PU and PEU predicted frequent and infrequent users with 79.31% accuracy. One implication is that the TAM model is useful in educational contexts to predict frequency of use of digital tools in the science classroom. A second implication from the findings is that professional development should focus on usefulness rather than ease of use. Future research is needed in different contexts than the relatively affluent district that was the setting for the present research.
590 $a School code: 1810.
650 4 $a Educational leadership. $3 529436
650 4 $a Educational technology. $3 517670
650 4 $a Information technology. $3 532993
650 4 $a Science education. $3 521340
650 4 $a Instructional design. $3 3172279
653 $a Digital learning tools
653 $a Perceptions towards technology
653 $a Science educators
653 $a Technology Acceptance Model
653 $a Physical classroom
690 $a 0449
690 $a 0489
690 $a 0710
690 $a 0447
690 $a 0714
710 2 $a Holy Family University. $b School of Education. $3 3173401
773 0 $t Dissertations Abstracts International $g 85-12B.
790 $a 1810
791 $a Ed.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31332298