教师接受网络教育技术的影响因素研究

本研究以某高校三个学院的78名在职教师为被试,探讨了影响教师接受网络教育技术的几个因素及其之间的关系。研究结果显示：感知的有用性是教师网络教育技术使用意向的直接决定因素,感知的易用性、主观规范以感知的有用性为中介间接影响使用意向,同时,主观规范还显著地影响感知的易用性。研究最后得出影响教师网络教育技术使用意向的结构方程理论模型,并讨论了研究结论的理论和实践意义。     

How Do Students Leam With Mobile Technology

The research questions being asked are： 1. How do architectural students learn with mobile technology？ and 2. What predictors lead to satisfaction in a mobile learning （M-Learning） environment？ It is understood that environment and culture contribute to the development of cognition. Critical pedagogical and constructivist theories ground this research with the view that ＂one learns from their experiences with their environments＂. The methodology used in this research includes both quantitative and qualitative methods： case studies and surveys. This research investigates how mobile technology is influencing learning. Outcomes of this research include a better understanding of how students learn with present technology, their preferred mobile devices, barriers to M-Learning, methods by which students learn best, and suggestions on how to improve M-Learning. Other outcomes of this research are the identification of variables leading to student satisfaction with M-Learning.     

对移动教育中教师角色的思考

移动教育是信息及通信技术发展驱动、教育信息化实践推进、新型教育与学习理论发展的必然,教师应该紧跟现代信息技术的发展,改变传统观念,在移动教育中实现角色的转变,为学习者提供更好的帮助。     

移动英语教学发展初探

移动技术的快速发展使大量基于计算机的移动设备已具备了越来越多的数字能力,为开展远程教育活动,构建学习型社会提供了极大的便利。移动教育随之应运而生。从电子辞典、学习机、掌上电脑、PDA等到如今的学习手机、智能手机、3G手机,均得益于移动技术的发展。移动教学方式为学习者提供更多的灵活性、方便性、资源的多元化,但也呈现学习过程随意性和时间的片段化,成本较高的特点。在英语学习方面的应用,学习者通过手机发送短信息、在线实时信息交互和在线信息浏览完成学习。     

影响移动学习用户使用态度的前置性和潜在性因素解析——基于扩展式科技接受模型的视点

随着3G移动通信技术时代的到来,预示着使用手机进行移动学习的用户将愈来愈多,有必要对影响用户进行移动学习的前置性和潜在性因素进行深入分析.文章在科技接受模型的基础上增加了感知移动性价值、感知娱乐性等因素,构建了针对移动学习的扩展式科技接受模型,对影响我国移动手机用户选择移动学习这种新型学习方式的关键件因素进行了实证性探究和解析.     

Factors Influencing Student Acceptance of Mobile Learning in Higher Education

The purpose of this study was to explore the acceptance of mobile learning by students in a higher education setting. The unified theory of acceptance and use of technology (UTAUT) was extended to include hedonic motivation, operationalized as enjoyment, as well as social influence in a field study involving the adoption of iPad mobile devices. Survey data were collected from 171 college students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicated that enjoyment and performance expectations were important factors influencing the acceptance of mobile learning in this context. For those engaged in the mobile learning pilot project upon which this study was based, the use of the UTAUT and the results provided a theory-based empirical approach to support an assessment that the pilot project goals were achieved. Overall, students perceived iPads to be useful and enjoyable tools for accomplishing educational tasks and improving learning outcomes.     

移动技术在远程学习中的运用

无线移动技术在当今社会的快速应用令人惊叹不已,大量基于计算机的移动电话已经具备了越来越多的数字能力,如个人数字助理（PDA）的事务计划安排,可以无限接入Intemet。在教育方面,移动设备提供了新的潜力,移动学习正在成为人们学习的一种新方式。如何充分有效使用无线技术和移动计算机设备来辅助教学和学习成为移动学习研究的中心。比如通过对移动学习概念、移动学习的主流模式等方面的探讨,并结合英语学习的特点,设计构建移动英语学习模式,可以为英语学习者在安全、真实、个性化、满足需要的环境中进行提供听、说、读、写的训练。     

Preservice Teachers' Beliefs About Using Maker Activities in Formal K-12 Educational Settings: A Multi-Institutional Study

This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K–12 educational environments. Data were collected from 16 focus groups conducted during the workshops in spring 2016. Researchers analyzed the data using the Theory of Planned Behavior (Ajzen, 1985, 1991) to better understand the teachers' attitudes, subjective norms, and perceived behavioral control related to making activities, with the ultimate goal of using this information to assist teacher preparation programs in preparing their students to implement maker tools and strategies in their future classrooms. Participants expressed favorable attitudes toward implementing maker activities in their future classrooms and noted these tools and activities aligned with instructional strategies encouraged in their teacher preparation programs, including problem-based learning, inquiry learning, and hands-on learning activities, but noted several perceived barriers such as access to resources and working with reluctant peers and administrators.     

Challenges of Integrating Mobile Technology into Mathematics Instruction in Secondary Schools: An Indonesian Context

Implementing mobile learning in curriculum-based educational settings faces challenges related to perceived ethical and learning issues. This study investigated the affordances of mobile technologies to support mathematics instruction by teachers. An exploratory study employing questionnaires and semi-structured interviews revealed that, while mathematics instruction can be augmented with mobile learning, the majority of schools in Indonesia have banned student use of mobile phones in classrooms. Teachers are concerned about the improper use of mobile phones that could impact their students' mental well-being and distract them from learning. Most teachers perceive mobile technologies to be disruptive and seem reluctant to use them for teaching delivery. However, teachers are eager to experiment with digital technologies within mathematics instruction. Our findings suggest infusing alternate technologies that fit better with the school's teaching and learning environment. This includes web-based applications that can run on different digital devices ranging from desktop computers, laptops, and tablets, to mobile phones. We propose setting up communities of practice for mathematics teachers to share their instructional repertoire on integrating digital technologies within the classroom.     

制约中小学课堂运用教育技术的因素分析——美国中小学现代教育技术实施环境调查报告

通过对美国中小学教师进行问卷、访谈调查,研究目前制约中小学课堂教学中运用现代教育技术的几个因素.调查结果表明:教师时间缺乏、电脑网络技术问题得不到及时解决是阻碍教师课堂运用现代教育技术的主要障碍.进一步探索美国城乡之间、年级之间现代教育技术运用的环境是否存在差异,结果显示:郊区学校现代教育技术环境比城市和乡村好,但年级之间无显著差异.     

浅析第四代移动通信技术

从第四代移动通信技术的概念、特征、发展概况、面临的挑战等方面,对第四代移动通信技术予以综述。     

基于3G技术的移动学习及其应用研究

首先简要介绍3G技术的相关知识,然后在分析移动学习现有定义的基础上提出新定义,接着对移动学习的特征和国内外研究现状进行分析,最后提出基于3G技术的移动学习应用模式和应用框架。     

Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment

In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and young people with special educational needs, little is actually known about the relationship between what teachers think about such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Interaction between Primary Teachers' Perceptions of ICT and Their Pedagogy

The paper presents a study which focuses on the interaction between primary teachers' perceptions of Information and Communication Technology (ICT) and their pedagogy. Their perceptions of ICT are explored in terms of their reported understandings of the nature and purpose of ICT in primary schools. A qualitative, case study approach was used to investigate the perceptions and pedagogy of a small group of teachers working within one school, Carberry Junior School in England. The study was carried out during an eighteen month period of significant change in primary schools responding to the UK Government's National Grid for Learning initiative and its impact on models of access to ICT resources and expectations in teaching and pupil achievement. The paper highlights the teachers' perceptions of ICT as a social and cultural phenomenon, as an ambiguous area constructed as a discrete subject, curriculum resource and higher-order capability, and as a 'new' field in primary schools.     

移动通信技术支持下的基于问题的学习

移动通信技术的高速发展给我们的学习方式带来了巨大的冲击。文章介绍了基于问题的学习(PBL)的定义及实施环节,比较分析了传统课堂中的PBL、网络环境下的PBL和移动通信技术支持下的PBL,阐述了移动通信技术支持下的PBL的巨大优势:学习不受时空的限制性、学习情境的真实性、交互的及时性、学习资源的丰富性等,并设计了移动通信技术支持下的PBL学习模式,以期为业内学者提供一定的参考。     

响应式Web移动学习资源的技术实现与设计研究

在Web设计理念与技法不断发展、移动智能设备种类不断增多的背景下,如何最大限度地适应各种性能与规格的终端设备,成为Web移动学习资源设计过程中必须要解决的问题。文章分析了目前主流移动智能终端的发展状况,概述了传统Web移动学习资源的特点及面临的问题,并在论述了响应式Web设计相关技术的基础上提出了响应式Web设计的四大原则,最后以"数字摄影"专题网站为例,重点阐述了响应式Web移动学习资源的技术实现和设计过程。     

3G技术下手机数字图书馆的服务与发展

随着3G网络技术的不断发展,网络覆盖面积越来越广,已经突破了传统2G网络技术下手机数字图书馆的服务限制,依靠智能手机等良好的终端设备,我国手机数字图书馆的服务已经由传统的短信服务和WAP服务模式向基于3G技术的创新服务模式转变。     

谈移动通信技术对通信工程专业学生的重要性

近年来,随着通信技术的不断发展,移动通信技术变得至关重要,被各行各业广泛地应用,而对于大学之中通信工程学生来说,为了适应未来社会的发展,教师需要对学生对于移动通信技术的学习进行指导,让学生认识到其重要性,提高学生的专业素质,完成预期的学习任务,本文是以大学之中通信工程专业学生为研究对象,分析移动通信技术在通信专业学生之中的应用。     

移动教学在“模拟电子技术”教学中的应用研究

互联网的迅速发展,致使学生的学习方式不再局限于课堂上的学,教师的教学方式也不再局限于课堂上的教。基于移动教学APP的智慧课堂被广泛应用于现代教学中。文章基于"模拟电子技术"课程,研究了移动教学APP在教学过程中的应用。