Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911c062
Y. Maruyama
This paper presents the results of an attempt to analyze the benefits and risks of information and communication technologies (ICTs) and their applications, as perceived by university students. A survey was conducted using questionnaire with a free descriptive answering format. Responses were analyzed via text mining and correspondence analysis; in this manner, explanations of students’ perceptions could be deduced. As the survey conducted here was preliminary, the sample size was small; further analysis with a larger number of participants is necessary.
{"title":"BENEFITS AND RISKS OF ICTS AND THEIR APPLICATIONS: AN ATTEMPT TO ANALYZE FREE DESCRIPTIVE ANSWERS","authors":"Y. Maruyama","doi":"10.33965/celda2019_201911c062","DOIUrl":"https://doi.org/10.33965/celda2019_201911c062","url":null,"abstract":"This paper presents the results of an attempt to analyze the benefits and risks of information and communication technologies (ICTs) and their applications, as perceived by university students. A survey was conducted using questionnaire with a free descriptive answering format. Responses were analyzed via text mining and correspondence analysis; in this manner, explanations of students’ perceptions could be deduced. As the survey conducted here was preliminary, the sample size was small; further analysis with a larger number of participants is necessary.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127395895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l001
M. Marinescu, J. Marzo
Students everywhere are increasingly expecting to learn content that is immediately relevant to the degree they are preparing for. The negative implication of this is that they generally lack the motivation to study the fundamentals and understand in-depth material that they may not yet see the use for. Based on our previous experience with inquiry-based learning methodologies, and given the course content and the number of students in class we felt that a collaborative inquiry-based approach would encourage students to actively participate in their learning, motivate them to learn differently than in traditional ways, and inspire them to share information with their classmates. Results using the Jigsaw methodology show that some of the more positive effects were teamwork and “being forced to understand and prepare well enough to be able to explain clearly to your colleagues”. On the negative side, some students found the number of presentations to be excessive and some thought that they knew less about the material that they had not prepared themselves than they would have known had they followed a traditional teaching method.
{"title":"USING COOPERATIVE TEACHING TECHNIQUES IN ENGINEERING COURSES. THE JIGSAW CASE","authors":"M. Marinescu, J. Marzo","doi":"10.33965/celda2019_201911l001","DOIUrl":"https://doi.org/10.33965/celda2019_201911l001","url":null,"abstract":"Students everywhere are increasingly expecting to learn content that is immediately relevant to the degree they are preparing for. The negative implication of this is that they generally lack the motivation to study the fundamentals and understand in-depth material that they may not yet see the use for. Based on our previous experience with inquiry-based learning methodologies, and given the course content and the number of students in class we felt that a collaborative inquiry-based approach would encourage students to actively participate in their learning, motivate them to learn differently than in traditional ways, and inspire them to share information with their classmates. Results using the Jigsaw methodology show that some of the more positive effects were teamwork and “being forced to understand and prepare well enough to be able to explain clearly to your colleagues”. On the negative side, some students found the number of presentations to be excessive and some thought that they knew less about the material that they had not prepared themselves than they would have known had they followed a traditional teaching method.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128544340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l016
Nafeth Al Hashlamoun, L. Daouk
This research explores the experiences of using Computer-based Assessments (CBA) in teaching an introductory level class called Introduction to multimedia (CIS 1503). This course is the first multimedia course in the Computer and Information Systems (CIS) department that is running at a Higher Education Institute in the Middle East (HEIME). It introduces students to various multimedia components such as 2D graphics, audio and video. The core objective of this course is to provide students with practical experience in various stages involved in the design, development and delivery of interactive multimedia content. A phenomenological approach has been chosen to help understand and explore the participants’ awareness of the phenomenon under investigation and that is “Using CBA in teaching interactive multimedia classes”. Three specific questions were considered. These questions were investigated from the teachers’ point of view. The data explicitation process (as defined and used by (Giorgi, 2009)) resulted in forming four central themes representing the essence of the original ones. The central themes were: (1) to manage the teachers’ marking load; (2) to enhance student satisfaction and attentiveness; (3) to support the management of assessments; and (4) to provide an effective archiving system for assessments and students’ work. This was followed by a discussion of the opportunities and challenges arising from using CBAs in teaching this particular course. A description of the limitations within this research was also listed at the end of the study.
{"title":"EXPLORING THE TEACHING EXPERIENCES OF TEACHERS USING COMPUTER-BASED ASSESSMENTS WHEN TEACHING INTERACTIVE MULTIMEDIA CLASSES","authors":"Nafeth Al Hashlamoun, L. Daouk","doi":"10.33965/celda2019_201911l016","DOIUrl":"https://doi.org/10.33965/celda2019_201911l016","url":null,"abstract":"This research explores the experiences of using Computer-based Assessments (CBA) in teaching an introductory level class called Introduction to multimedia (CIS 1503). This course is the first multimedia course in the Computer and Information Systems (CIS) department that is running at a Higher Education Institute in the Middle East (HEIME). It introduces students to various multimedia components such as 2D graphics, audio and video. The core objective of this course is to provide students with practical experience in various stages involved in the design, development and delivery of interactive multimedia content. A phenomenological approach has been chosen to help understand and explore the participants’ awareness of the phenomenon under investigation and that is “Using CBA in teaching interactive multimedia classes”. Three specific questions were considered. These questions were investigated from the teachers’ point of view. The data explicitation process (as defined and used by (Giorgi, 2009)) resulted in forming four central themes representing the essence of the original ones. The central themes were: (1) to manage the teachers’ marking load; (2) to enhance student satisfaction and attentiveness; (3) to support the management of assessments; and (4) to provide an effective archiving system for assessments and students’ work. This was followed by a discussion of the opportunities and challenges arising from using CBAs in teaching this particular course. A description of the limitations within this research was also listed at the end of the study.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129389392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911c055
Ayesha Sadaf, Stella Y. Kim
This study examined the impact of case-based discussions on students perceived cognitive presence, learning and satisfaction in online courses. Forty-four online graduate students enrolled in an instructional design course completed an online survey. The quantitative data were analyzed using descriptive statistics and a paired-samples t-test. Qualitative data obtained from the open-ended survey responses were analyzed using constant comparative approach. The findings revealed that case-based discussions lead to high levels of cognitive presence–Triggering, integration, and resolution–than non-case-based discussion. In addition, students have a higher level of perceived satisfaction in case-based discussion than non-case-based discussions.
{"title":"EXAMINING THE IMPACT OF ONLINE CASE-BASED DISCUSSIONS ON STUDENTS' PERCEIVED COGNITIVE PRESENCE, LEARNING AND SATISFACTION","authors":"Ayesha Sadaf, Stella Y. Kim","doi":"10.33965/celda2019_201911c055","DOIUrl":"https://doi.org/10.33965/celda2019_201911c055","url":null,"abstract":"This study examined the impact of case-based discussions on students perceived cognitive presence, learning and satisfaction in online courses. Forty-four online graduate students enrolled in an instructional design course completed an online survey. The quantitative data were analyzed using descriptive statistics and a paired-samples t-test. Qualitative data obtained from the open-ended survey responses were analyzed using constant comparative approach. The findings revealed that case-based discussions lead to high levels of cognitive presence–Triggering, integration, and resolution–than non-case-based discussion. In addition, students have a higher level of perceived satisfaction in case-based discussion than non-case-based discussions.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116995392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l024
Heather Phillips, J. Condy, C. Tiba
Digital storytelling (DST) is described as ‘the modern expression of the ancient art of storytelling’ with one of its categories focusing on personal narratives in which authors tell their own personal stories about significant experiences in their lives. The imperative to tap into our students’ social-emotional learning through DST and creating a trauma-sensitive school culture is at the forefront of pedagogical conversations today. The DST process allowed pre-service teachers to take risks, risks of self-disclosure, risks of change, risks of not knowing, all of which rendered them vulnerable, resulting in deepened learning. The findings indicate that the process motivated newly qualified teachers to reflect on their own development, their practice and student learning through the lens of human connections, lived curriculum, self-reflection. They learnt the true value of social interaction and student engagement.
{"title":"DIGITAL STORYTELLING: STUDENT VULNERABILITY DURING THE PROCESS AND ITS IMPACT ON TEACHING AND LEARNING ONE YEAR LATER","authors":"Heather Phillips, J. Condy, C. Tiba","doi":"10.33965/celda2019_201911l024","DOIUrl":"https://doi.org/10.33965/celda2019_201911l024","url":null,"abstract":"Digital storytelling (DST) is described as ‘the modern expression of the ancient art of storytelling’ with one of its categories focusing on personal narratives in which authors tell their own personal stories about significant experiences in their lives. The imperative to tap into our students’ social-emotional learning through DST and creating a trauma-sensitive school culture is at the forefront of pedagogical conversations today. The DST process allowed pre-service teachers to take risks, risks of self-disclosure, risks of change, risks of not knowing, all of which rendered them vulnerable, resulting in deepened learning. The findings indicate that the process motivated newly qualified teachers to reflect on their own development, their practice and student learning through the lens of human connections, lived curriculum, self-reflection. They learnt the true value of social interaction and student engagement.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127775633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911c051
P. Gobel, Makimi Kano
Simultaneous in-class presentations are well suited to the use of peer evaluation, which also promotes greater involvement of the student audience. The problem for the teacher is how to manage peer evaluation and make it a useful part of the curriculum. PeerEval is a mobile application that allows students to anonymously evaluate presentations in real time using a Likert scale rubric and individual peer comments. The results of each evaluation are compiled in a database which is available to the teacher and the students. This short paper focuses on implementing and evaluating this app in Japanese university classrooms. The researchers sought to evaluate both the technical aspects of the software and nature of student feedback using the software. Student attitudes towards the PeerEval system were measured using a twelve-item questionnaire concerning usability of the software, their attitudes towards the system both as a presenter and as an audience member. Results are discussed regarding student perceptions of the evaluation system, overall feedback quality, and the perceived effect of feedback speed and peer comments. Further uses for a mobile peer-evaluation system are also discussed.
{"title":"EVALUATION OF A MOBILE PEER-EVALUATION SYSTEM FOR IN-CLASS PRESENTATIONS","authors":"P. Gobel, Makimi Kano","doi":"10.33965/celda2019_201911c051","DOIUrl":"https://doi.org/10.33965/celda2019_201911c051","url":null,"abstract":"Simultaneous in-class presentations are well suited to the use of peer evaluation, which also promotes greater involvement of the student audience. The problem for the teacher is how to manage peer evaluation and make it a useful part of the curriculum. PeerEval is a mobile application that allows students to anonymously evaluate presentations in real time using a Likert scale rubric and individual peer comments. The results of each evaluation are compiled in a database which is available to the teacher and the students. This short paper focuses on implementing and evaluating this app in Japanese university classrooms. The researchers sought to evaluate both the technical aspects of the software and nature of student feedback using the software. Student attitudes towards the PeerEval system were measured using a twelve-item questionnaire concerning usability of the software, their attitudes towards the system both as a presenter and as an audience member. Results are discussed regarding student perceptions of the evaluation system, overall feedback quality, and the perceived effect of feedback speed and peer comments. Further uses for a mobile peer-evaluation system are also discussed.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123978499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911c054
Takashi Ikuta, Y. Gotoh, Wataru Uchiyama
Teacher cognition in classroom lessons is identified by an ongoing method using virtual reality (VR) videos. There are place and time constraints in real time implementation of the ongoing method in synchronous situations. To avoid these, recorded virtual reality videos were used. As a result, the existence of non-corresponding cognition was recognized: teacher educators focused on teaching strategy, while teachers focused on children's individual reactions.
{"title":"CASE STUDY OF TEACHER'S ON GOING COGNITION USING VR","authors":"Takashi Ikuta, Y. Gotoh, Wataru Uchiyama","doi":"10.33965/celda2019_201911c054","DOIUrl":"https://doi.org/10.33965/celda2019_201911c054","url":null,"abstract":"Teacher cognition in classroom lessons is identified by an ongoing method using virtual reality (VR) videos. There are place and time constraints in real time implementation of the ongoing method in synchronous situations. To avoid these, recorded virtual reality videos were used. As a result, the existence of non-corresponding cognition was recognized: teacher educators focused on teaching strategy, while teachers focused on children's individual reactions.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132052074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l030
R. Taniguchi, Daisaku Arita, Atsushi Shimada, M. Yamada, Yoshiko Goda, R. Yamamoto, T. Okayasu
This paper presents an outline of our project, in which we develop an observation framework for integrating lecture and contextual learning in the field of crop cultivation. Specifically, we will use multi sensing of learners’ activities in classrooms, and contextual learning in fieldwork, farm planting, and farming environments. The motivation for our project is twofold: First, crop cultivation provides a powerful illustration of educational technology. It requires both explicit knowledge (from lectures) and implicit knowledge (from contextual learning outside of class). Second, from a practical viewpoint, the number of Japanese farmers is shrinking due to low income and to aging population. Thus, in order to maintain crop yields, farming skills must be transferred efficiently to novice farm workers. Herein, the major features of our framework will be described.
{"title":"INTEGRATED CONTEXTUAL LEARNING ENVIRONMENTS WITH SENSOR NETWORK FOR CROP CULTIVATION EDUCATION: CONCEPT AND DESIGN","authors":"R. Taniguchi, Daisaku Arita, Atsushi Shimada, M. Yamada, Yoshiko Goda, R. Yamamoto, T. Okayasu","doi":"10.33965/celda2019_201911l030","DOIUrl":"https://doi.org/10.33965/celda2019_201911l030","url":null,"abstract":"This paper presents an outline of our project, in which we develop an observation framework for integrating lecture and contextual learning in the field of crop cultivation. Specifically, we will use multi sensing of learners’ activities in classrooms, and contextual learning in fieldwork, farm planting, and farming environments. The motivation for our project is twofold: First, crop cultivation provides a powerful illustration of educational technology. It requires both explicit knowledge (from lectures) and implicit knowledge (from contextual learning outside of class). Second, from a practical viewpoint, the number of Japanese farmers is shrinking due to low income and to aging population. Thus, in order to maintain crop yields, farming skills must be transferred efficiently to novice farm workers. Herein, the major features of our framework will be described.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":" 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132124547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l035
L. F. Scalas, D. Fadda
The study explored a taxonomy of alternative latent models to understand the weight of expectancy-value and approach-related goal orientations in predicting students’ achievement behaviors (scientific career interest and math achievement). A full model where all the factors contribute to explaining the total variance of outcomes and two models in which the contribution of expectancy-value and achievement goals factors was evaluated separately within a structural equation modeling framework. Results, among a sample of 812 Italian high school students (486 males and 326 females, M age= 18.3), showed that expectancy-value variables explain a substantial portion of math achievement and career interest variance after controlling for the achievement goals. Moreover, when all path coefficients were allowed (full model), global value and its dimensions of opportunity and emotional cost influenced positively student’s career aspirations, expectancy resulted the main predictor of math competence, and mastery and performance goals did not show significant effects on the outcomes.
{"title":"THE WEIGHT OF EXPECTANCY-VALUE AND ACHIEVEMENT GOALS ON SCIENTIFIC CAREER INTEREST AND MATH ACHIEVEMENT","authors":"L. F. Scalas, D. Fadda","doi":"10.33965/celda2019_201911l035","DOIUrl":"https://doi.org/10.33965/celda2019_201911l035","url":null,"abstract":"The study explored a taxonomy of alternative latent models to understand the weight of expectancy-value and approach-related goal orientations in predicting students’ achievement behaviors (scientific career interest and math achievement). A full model where all the factors contribute to explaining the total variance of outcomes and two models in which the contribution of expectancy-value and achievement goals factors was evaluated separately within a structural equation modeling framework. Results, among a sample of 812 Italian high school students (486 males and 326 females, M age= 18.3), showed that expectancy-value variables explain a substantial portion of math achievement and career interest variance after controlling for the achievement goals. Moreover, when all path coefficients were allowed (full model), global value and its dimensions of opportunity and emotional cost influenced positively student’s career aspirations, expectancy resulted the main predictor of math competence, and mastery and performance goals did not show significant effects on the outcomes.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129557132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l029
Junko Yamamoto
Innovation includes new inventions, new ideas, or new methods. Everett Rogers’ Diffusion of Innovations framework, however, suggests not all are willing to adopt innovation. Technology Acceptance Model (TAM) indicates that perceived usefulness and perceived ease of use influence one’s choice to use available technology. Since the nature of work is rapidly changing, the future workforce needs to be prepared to innovate or adopt innovation. This means that educators also need to be innovators or early adopters. In this study, education majors in an instructional technology class in the United States were introduced to the idea of a makerspace. When they were given choices, some participants tried new tools or methods without the instructor’s assistance, and some tried with the assistance. However, there was also a group of education majors who chose not to try out new tools or methods, even they knew that the help was available. This finding implies that Rogers’ theory about people’s aptitude of adopting innovation and TAM are applicable to future educators.
{"title":"PRESERVICE TEACHERS' ADOPTION OF A MAKERSPACE","authors":"Junko Yamamoto","doi":"10.33965/celda2019_201911l029","DOIUrl":"https://doi.org/10.33965/celda2019_201911l029","url":null,"abstract":"Innovation includes new inventions, new ideas, or new methods. Everett Rogers’ Diffusion of Innovations framework, however, suggests not all are willing to adopt innovation. Technology Acceptance Model (TAM) indicates that perceived usefulness and perceived ease of use influence one’s choice to use available technology. Since the nature of work is rapidly changing, the future workforce needs to be prepared to innovate or adopt innovation. This means that educators also need to be innovators or early adopters. In this study, education majors in an instructional technology class in the United States were introduced to the idea of a makerspace. When they were given choices, some participants tried new tools or methods without the instructor’s assistance, and some tried with the assistance. However, there was also a group of education majors who chose not to try out new tools or methods, even they knew that the help was available. This finding implies that Rogers’ theory about people’s aptitude of adopting innovation and TAM are applicable to future educators.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130594987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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