Research Article
Valentine Joseph Owan, Ibrahim Abba Mohammed, Ahmed Bello, Tajudeen Ahmed Shittu
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep592
ABSTRACT
Despite the increasing interest in artificial intelligence technologies in education, there is a gap in understanding the factors influencing the adoption of ChatGPT among Nigerian higher education students. Research has not comprehensively explored these factors in the Nigerian context, leaving a significant gap in understanding technology adoption in this setting. This study addressed this gap by investigating the predictors of students’ behavioral intentions (BIs) and actual use behavior of ChatGPT through the lens of the unified theory of acceptance and use of technology 2 (UTAUT2) framework. A cross-sectional correlational research design was used to examine the relationships between extended UTAUT variables, BIs, and ChatGPT use behavior. A sample of 8,496 higher education students from diverse institutions in Nigeria participated in the study. The data were collected using the higher education students’ ChatGPT utilization questionnaire, which assessed various factors, such as performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FCs), hedonic motivation (HM), habit (HB), BI, and ChatGPT use behavior. The findings reveal several significant predictors of students’ BIs and actual usage of ChatGPT. PE, SI, HM, and HB were found to be significant positive predictors of BI, while EE and FCs were significant negative predictors. For ChatGPT use behavior, FCs, HM, HB, and BI were significant positive predictors, whereas PE and SI were significant negative predictors. BI mediated the relationships between several factors and ChatGPT usage behavior: positively for some (PE, SI, HM, and HB) and negatively for others (EE and FC). This study contributes to understanding the adoption of ChatGPT in higher education contexts. The findings highlight the importance of addressing usability issues, providing adequate support and resources, promoting a positive user experience, fostering habitual usage, and leveraging social networks to encourage adoption.
Keywords: artificial intelligence, chatbots, GenAI, large language models, technology use
Research Article
Emre Dinc
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 381-398
ABSTRACT
This study examined the thoughts of preservice teachers about technology integration and collected their ideas about possible barriers to technology integration in education. With this aim, the participants were asked two key questions which are (1) “What does ‘Technology Integration in Education’ mean to you?” and (2) “What might be the possible barriers to technology integration in education?”. A total of 76 preservice teachers, who took the course “Integrating Technology in Education” during their Elementary Teacher Education program took part in the study. The data were analyzed by using descriptive analysis method in this qualitative study. As a result of the study, it was revealed that preservice teachers have critical perceptions related to technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing the course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. As for the external and internal barriers, the participants commented that lack of funding/budget, lack of equipment, lack of ability, and time are major barriers to technology integration in education. Unlike the other studies in the relevant literature, preservice teachers stated parents and security as barriers to integrating technology in education.
Keywords: Technology itegration, Technology use in education, Prospective teachers, Barriers to technology use, Descriptive analysis
Research Article
Andrew C. Lawrence, Adel T. Al-Bataineh, Douglas Hatch
CONT ED TECHNOLOGY, Volume 9, Issue 2, pp. 206-224
ABSTRACT
The purpose of this study was to examine educator’s perceptions regarding the quality of student learning during the implementation of a one-to-one computing program in a private secondary school in central Illinois. The sample of the study consisted of 26 teachers, administrators, and counselors who worked with 320 students during one-to-one technology implementation program. First a Likert type scale was administered and then interviews were conducted with the participants to find out their observations, perceptions, and opinions with regard to student learning. The results show that most educators believe that student learning has slightly improved with the implementation of one-to-one technology program
Keywords: One to one technology, Technology implementation, Challenges of technology, Teacher perceptions of technology use
Research Article
Nuri Kara, Kursat Cagiltay
CONT ED TECHNOLOGY, Volume 8, Issue 2, pp. 119-141
ABSTRACT
The purpose of this study is to understand in-service preschool teachers’ thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who were eager to attend the study were selected. Content analysis technique was used to analyze the data. Based on the content analysis, eleven main themes as to technology related views and practices of in-service preschool teachers emerged. Findings of the study indicated that the majority of in-service teachers had positive views about appropriate technology use in preschool education. Findings also showed that early educational settings need to be equipped with adequate technologies. Moreover, in-service preschool teachers emphasized that they expect to be supported by the preschool curriculum and several programs aiming at enhancing their technology use skills. Lastly, teachers were aware of not only the advantages of technology but also the potential disadvantages. Results of the study may help instructional designers, researchers and practitioners better integrate new technologies into preschool education.
Keywords: preschool education, preschool teachers, technology use, children, in-service teachers
Research Article
Mehmet Akif Ocak, Şahin Gökçearslan, Ebru Solmaz
CONT ED TECHNOLOGY, Volume 5, Issue 1, pp. 22-38
ABSTRACT
This study aimed to investigate pre-service teachers’ perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers’ perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Keywords: Blogs, FATIH project, Tablet computers, Technology use in education, Technology integration
Research Article
Hersh C. Waxman, Anna Witt Boriack, Yuan-Hsuan Lee, Angus MacNeil
CONT ED TECHNOLOGY, Volume 4, Issue 3, pp. 187-196
ABSTRACT
A sample of 311 principals from a large metropolitan area in the southwest region of the U. S. responded to a questionnaire that addressed public school principals’ perceptions related to the major functions of technology in their schools. Principals reported that the major functions of technology were: (a) communication, (b) instruction, (c) data sharing and management, (d) a resource, (e) administrative tasks, and (f) student learning. Male principals felt that technology was used as a resource and for administrative tasks more than female principals. Furthermore, principals with 12 or more years of experience perceived that technology was used for instruction, data sharing and management, and administrative tasks more than principals with less than 12 years of experience. These results indicate that both gender and years of experience influence how principals perceive the functions of technology in their schools. This could affect the technology leadership of principals, which may influence the success of technology implementation in schools.
Keywords: Technology use, Principals’ use of technology, Educational technology, ICT in schools, Technology integration