Task-Technology Fit of Fourth Industrial Revolution (4IR) Education Technology for Inquiry-Based Learning (IBL)
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| Title: | Task-Technology Fit of Fourth Industrial Revolution (4IR) Education Technology for Inquiry-Based Learning (IBL) |
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| Language: | English |
| Authors: | Segun Michael Ojetunde (ORCID |
| Source: | Educational Media International. 2025 62(1):29-53. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Technology, Active Learning, Inquiry, Technological Advancement, Futures (of Society), Industry, Influence of Technology, Electronic Learning, Task Analysis, Science Education, Teacher Attitudes, Social Influences, Science Teachers |
| DOI: | 10.1080/09523987.2024.2441139 |
| ISSN: | 0952-3987 1469-5790 |
| Abstract: | The acceptance of Fourth Industrial Revolution technology for teaching and learning during the pandemic lockdown suggests that a significant portion of educational interactions will shift online shortly. However, the suitability of this technology for inquiry-based learning requires further investigation. This study aimed to assess the effectiveness of Fourth Industrial Revolution educational technology in supporting inquiry-based learning. A cross-sectional study was conducted, and the data were analyzed. The results indicated that task and technology characteristics do not influence science teachers' intentions to adopt online platforms for inquiry-based learning. In contrast, teacher social constructs -- such as perceived ease of use, perceived usefulness, and attitude -- do have an impact. Therefore, teachers' willingness to adopt online platforms could facilitate education stakeholders' efforts in training and adapting curricula for online teaching and learning activities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467739 |
| Database: | ERIC |
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| Abstract: | The acceptance of Fourth Industrial Revolution technology for teaching and learning during the pandemic lockdown suggests that a significant portion of educational interactions will shift online shortly. However, the suitability of this technology for inquiry-based learning requires further investigation. This study aimed to assess the effectiveness of Fourth Industrial Revolution educational technology in supporting inquiry-based learning. A cross-sectional study was conducted, and the data were analyzed. The results indicated that task and technology characteristics do not influence science teachers' intentions to adopt online platforms for inquiry-based learning. In contrast, teacher social constructs -- such as perceived ease of use, perceived usefulness, and attitude -- do have an impact. Therefore, teachers' willingness to adopt online platforms could facilitate education stakeholders' efforts in training and adapting curricula for online teaching and learning activities. |
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| ISSN: | 0952-3987 1469-5790 |
| DOI: | 10.1080/09523987.2024.2441139 |
