An Empirical Study to Validate the Technology Acceptance Model in Explaining the Intention to Use Technology among Educational Users

This study examines a sample (N=239) of pre-service teachers’ self-reported intention to use technology. The Technology Acceptance Model (TAM) was used as a research framework in which findings contribute to technology acceptance research by demonstrating the suitability of the TAM to explain the intention to use technology among educational users. Using the structural equation modelling for data analysis, a good fit was found for both the measurement and structural models. Overall, the results of this study offer evidence that the TAM is effective in predicting pre-service teachers’ intention to use technology. This paper concludes with a discussion of the limitations and recommendations for further study.

Bringing AI to E-Learning

This paper presents a newly developed student model agent, which is the basic part of an e-learning environment that incorporates Intelligent Agents and Computational Intelligence Techniques. The e-learning environment consists of three parts, the E-learning platform Front-End, the Student Questioner Reasoning and the Student Model Agent. The basic aim of this contribution is to describe in detail the agent’s architecture and the innovative features it provides to the e-learning environment through its utilization as an autonomous component. Several basic processes and techniques are facilitated through the agent in order to provide intelligence to the e-learning environment.

Facilitating Students to Earn Computing Certificates via Blended Learning in Online Problem-Solving Environment

The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. However, due to a national policy, pure online courses are not permitted. Moreover, it remains unclear whether every subject is suitable to be delivered via online courses. In this regard, the author conducted a quasi-experiment to examine the effects of applying blended learning (BL) with different course orientations on students’ computing skills, and explored the appropriate combination for teachers who teach computing courses. Four classes in successive semesters, with a total of 195 students from the courses of ‘Database Management System’ and ‘Packaged Software and Application’, were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (BL vs. Traditional Learning) experimental groups. The results showed that students from both design-oriented and procedural-oriented courses delivered in BL environment, had significantly higher grades on the examination for certificates than those who learned in traditional learning environment.

Technology and Teacher Education

This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.

The Role of Computer-Mediated Communication

The use of information technology to enhance classroom learning and deliver corporate training is the latest trend and focus of much research in the computer-mediated communication (CMC) and development industry. Technological advances continue to alter the various ways in which academic and organizational training is facilitated and conducted. This paper presents a review of the available literature and trends in CMC, specifically, CMC’s theoretical approaches, types/roles, benefits/disadvantages, and contributions to academic institutions and corporate organizations. The authors also provide a discussion of future trends and implications in this subject.

Emerging Trends and Technologies for Enhancing Engineering Education

Improving and enhancing education has been a prime goal for higher learning institutions that seek to provide better learning techniques, technologies, educators, and to generate knowledgeable students to fulfill the needs of industries. A significant area where improvements are required is in the engineering field. In this regard, one approach is to review the delivery and pedagogies used in current education systems. This paper examines the problems faced by staff and students in the field of Mechanical Engineering, which are found in the literature. Finally, the authors explore new technologies that could help enhance and promote the learning process of students experiencing problems.

Investigation into Gender Perception toward Computing

A potential explanation for the decline of female participation in computing-related education and careers in the United States is the perception that computing is for males. In this regard, declining participation limits diversity in the IT workforce. Therefore, this paper investigates the impact of two psychological factors, computer anxiety and computer self-efficacy, on gender perception toward computing between American male and female students. The authors also investigate whether the same relationship is found in India, where, while computing is dominated by males, female participation is rapidly increasing due to global IT outsourcing.

Problem-Based Learning in a Technical Course in Computing

Problem-based learning has been well-documented, from its early days in the teaching of medical professionals to its more recent use in other disciplines. It has been adopted in many educational institutions because it gives students a realistic problem and provides opportunities to translate knowledge into solutions. This article is a case study of this approach at a second-year technical course, in which members of the class were divided into groups and given a scenario concerning a fictitious organisation about to embark on a major upgrade to its existing and problematic networking infrastructure. The course consisted of two parts. The first group was provided with a set of virtual machines to upgrade, and the second group chose and implemented a major technology on this newly upgraded network. The authors outline how problem-based learning is used in this context in a way that informs the teaching of any technical computing course.

Effectiveness of International Distance Education in High School between Thailand and Japan

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

Faculty Training Strategies to Enhance Pedagogy-Technology Integration

One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into traditional classrooms, thus, increasing faculty and student teaching and learning opportunities. This “hybrid” or “blended” teaching has emerged largely due to a desire to widen access to educational opportunities, continuing education, and university resources (Curran, 2004; Garrison & Kanuka, 2004). However, a major challenge to this technologically enhanced pedagogy has been the training of higher education faculty. This article focuses on faculty technology literacy, the implementation of technology into traditional faculty pedagogy, and the need for effective faculty training to enhance appropriate technology integration into classroom instruction (Keengwe, 2007). In this paper, the authors recommend two tier training as a possible strategy to technology integration training challenges that instructors face in their pedagogical practices.