Research Article
Łukasz Tomczyk, Katarzyna Potyrała, Marek Kaczmarzyk, Dawid Mędrala
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep620
ABSTRACT
The aim of the study was to diagnose the level of digital hygiene among teachers in Poland. The study was also intended to reveal the factors (socio-demographic variables) that differentiate the level of attitudes and activities enabling the safe use of digital devices and the Internet. The research was conducted using the digital hygiene test and was carried out in the second half of 2023 in Poland (N = 736) in line with the need to strengthen the skills enabling the use of new technologies in a way that does not threaten digital health and safety. Based on the data collected, it was noted that (1) the surveyed teachers most often drew attention to not using the phone in a situation requiring attention, e.g., crossing a road or a track. In addition, very frequent behaviors included not accepting unknown people as friends, limited trust in links and content on the Internet, and conscious digital footprint actions; (2) the least frequent behaviors were the physical disinfection of smartphones, avoiding using phones before bedtime, and actively responding to negative content posted on the Internet; (3) individual digital hygiene activities are rarely correlated in a significant way, suggesting high internal differentiation; (4) having good ICT habits in one area does not guarantee the same in another area; (5) cluster analysis showed that 9% of teachers have a high level of digital hygiene in selected areas; (6) 44% of teachers have varying levels of digital hygiene, while 46.2% have medium or low levels of digital hygiene; (7) gender does not differentiate digital hygiene levels; and (8) workplace and school type is a factor in digital hygiene levels.
Keywords: digital hygiene, digital competence, digital wellbeing, teachers, Poland
Research Article
Ravi Sankar Pasupuleti, Deevena Charitha Jangam, Sai Manideep Appana, Venkateswarlu Nalluri, Deepthi Thiyyagura
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep621
ABSTRACT
The advent of artificial intelligence (AI) has had a profound impact on the education sector, resulting in a transformative change in higher education worldwide. One such change is the usage of AI tools by teachers to enhance their teaching practices, including content creation, sharing, and personalized learning. Those certain obstacles persist for teachers while fully exploring the potential of AI and its adoption in teaching practices. An extensive review of the literature revealed a significant research gap in developing a comprehensive study to examine the influence of AI relevance and its readiness, performance expectancy (PE), and effort expectancy (EE) in shaping behavioral intention (BI) for AI adoption in teaching. Therefore, drawing cues from the unified theory of acceptance and use of technology a research framework was developed to examine these intricate relationships. We gathered data by administering a survey to higher education teachers across various educational organizations in India. Structural equation modeling (SEM) was employed to analyze the collected data and test the hypothesized relationships. The results uncovered a positive association between teacher’s perceptions of AI’s relevance and their readiness to adopt AI, with both factors positively influencing their BI. Furthermore, this study found that EE exhibited a significant positive effect on both BI and PE. This study discusses theoretical and practical implications, underscoring the importance of raising awareness about AI’s relevance, and lays the groundwork for further exploration in this emerging area, intending to inform strategies and interventions to support successful AI adoption in educational organizations.
Keywords: artificial intelligence, AI adoption, relevance, readiness, SEM, higher education
Research Article
Ragad M. Tawafak
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep622
ABSTRACT
This study about investigates the key components of the technology acceptance model (TAM) and the expectation-confirmation theory (ECT) in affecting workforce fulfillment and acceptance of smart tools technologies integration in educating hones inside Omani institutions. As computerized change reshapes higher instruction, it is basic to understand how mental and behavioral components influence the fruitful usage of imaginative education development. By combining TAM and ECT systems, this investigation explores how seen convenience, ease of use, fulfillment, and desire affirmation shape educators’ demeanors toward the selection and maintained utilize of smart educating instruments. Information was collected through an organized survey managed by college workforce individuals and analyzed using partial least squares structural equation modelling to evaluate the connections among the undergraduate students. The findings reveal how variables such as instructing adequacy, appraisal strategies, and understudy learning results contribute to both client fulfillment and the by and user satisfaction and technology integration. This outcome gives impressions for scholastic pioneers, directions creators, and policymakers pointing to upgrade the computerized instructing involvement and advance the economical utilization of perceptive useful advances in higher instruction. The originality of this research lies in applying an integrated TAM-ECT approach to the Omani higher education context, providing fresh insights for academic leaders and policymakers.
Keywords: mobile learning, TAM, ECT, smart technologies, higher education