Does Size Matter? Instructors' and Students' Perceptions of Students' Use of Technology in the Classroom
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| Title: | Does Size Matter? Instructors' and Students' Perceptions of Students' Use of Technology in the Classroom |
|---|---|
| Language: | English |
| Authors: | Zaza, Christine, Neiterman, Elena |
| Source: | Journal of Information Technology Education: Research. 2019 18:379-393. |
| Availability: | Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEResearch/Overview |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Technology Uses in Education, Teacher Attitudes, Learner Engagement, Educational Technology, Foreign Countries, Undergraduate Students |
| Geographic Terms: | Canada |
| ISSN: | 1547-9714 |
| Abstract: | Aim/Purpose: The aim of this study was to explore whether students' self-initiated personal technology use differ by class size as well as to explore students and instructors' perspectives on whether students' technology use in class is a problem. Background: Because class size influences several aspects of student engagement, it is plausible that class size would affect students' technology behaviours, but, to our knowledge, no study has directly examined class size as a factor in students' on and off-task technology use. There is also a paucity of research on how the use of off-task technology affects instructors. Methodology: We surveyed all undergraduate students and faculty in one Faculty at a Canadian university in Fall 2016. A total of 478 students and 36 instructors completed the survey. The survey contained questions about students' and instructors' behaviours and attitudes towards the use of technology in class. Quantitative data were analyzed in SPSS and Excel and qualitative excerpts from short-answer questions on the survey were analyzed in NVIVO 8. Contribution: This paper demonstrates that students' on- and off-task technology use in class is influenced by class-size. It also informs us on the impact students' technology use has on instructors in the academic classroom. Findings: Student-initiated technology use increased significantly as class size increased. Students and instructors expressed little concern about the impact of class-related technology use on learning and views did not differ significantly between these two groups. Although both students and instructors believed off-task technology use hinders learning, their views differed significantly, with more instructors than students feeling strongly that students' use of technology in class is a problem. Recommendations for Practitioners: We need to develop guidelines on how to address off-task technology use in class. Recommendation for Researchers: More research is needed to explore how the use of technology in class affects instructors. Impact on Society: Higher education industry needs to consider how to manage the use of off-task technology in class. Future Research: We need to explore further how to mitigate the factors contributing to the off-task technology use in academic classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://www.jite.org/documents/Vol18/JITEv18ResearchP379-393Zaza5475.pdf |
| Accession Number: | EJ1224525 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Does Size Matter? Instructors' and Students' Perceptions of Students' Use of Technology in the Classroom – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zaza%2C+Christine%22">Zaza, Christine</searchLink><br /><searchLink fieldCode="AR" term="%22Neiterman%2C+Elena%22">Neiterman, Elena</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Information+Technology+Education%3A+Research%22"><i>Journal of Information Technology Education: Research</i></searchLink>. 2019 18:379-393. – Name: Avail Label: Availability Group: Avail Data: Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEResearch/Overview – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 15 – Name: DatePubCY Label: Publication Date Group: Date Data: 2019 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1547-9714 – Name: Abstract Label: Abstract Group: Ab Data: Aim/Purpose: The aim of this study was to explore whether students' self-initiated personal technology use differ by class size as well as to explore students and instructors' perspectives on whether students' technology use in class is a problem. Background: Because class size influences several aspects of student engagement, it is plausible that class size would affect students' technology behaviours, but, to our knowledge, no study has directly examined class size as a factor in students' on and off-task technology use. There is also a paucity of research on how the use of off-task technology affects instructors. Methodology: We surveyed all undergraduate students and faculty in one Faculty at a Canadian university in Fall 2016. A total of 478 students and 36 instructors completed the survey. The survey contained questions about students' and instructors' behaviours and attitudes towards the use of technology in class. Quantitative data were analyzed in SPSS and Excel and qualitative excerpts from short-answer questions on the survey were analyzed in NVIVO 8. Contribution: This paper demonstrates that students' on- and off-task technology use in class is influenced by class-size. It also informs us on the impact students' technology use has on instructors in the academic classroom. Findings: Student-initiated technology use increased significantly as class size increased. Students and instructors expressed little concern about the impact of class-related technology use on learning and views did not differ significantly between these two groups. Although both students and instructors believed off-task technology use hinders learning, their views differed significantly, with more instructors than students feeling strongly that students' use of technology in class is a problem. Recommendations for Practitioners: We need to develop guidelines on how to address off-task technology use in class. Recommendation for Researchers: More research is needed to explore how the use of technology in class affects instructors. Impact on Society: Higher education industry needs to consider how to manage the use of off-task technology in class. Future Research: We need to explore further how to mitigate the factors contributing to the off-task technology use in academic classroom. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2019 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.jite.org/documents/Vol18/JITEv18ResearchP379-393Zaza5475.pdf" linkWindow="_blank">http://www.jite.org/documents/Vol18/JITEv18ResearchP379-393Zaza5475.pdf</link> – Name: AN Label: Accession Number Group: ID Data: EJ1224525 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 379 Subjects: – SubjectFull: Student Attitudes Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Does Size Matter? Instructors' and Students' Perceptions of Students' Use of Technology in the Classroom Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zaza, Christine – PersonEntity: Name: NameFull: Neiterman, Elena IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 1547-9714 Numbering: – Type: volume Value: 18 Titles: – TitleFull: Journal of Information Technology Education: Research Type: main |
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