{"id":1411,"date":"2021-11-05T14:42:07","date_gmt":"2021-11-05T18:42:07","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1411"},"modified":"2021-11-05T14:42:07","modified_gmt":"2021-11-05T18:42:07","slug":"1411","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1411","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Tien, E. C., Tin, Y. C., &amp; Hamid, H. (2020). Use of technology in active learning teaching practices to enhance lecturer\u2019s self-efficacy in technical university enrichment.&nbsp;<em>International Journal of Engineering Research &amp; Technology<\/em>,&nbsp;<em>9<\/em>(6), 436\u2013443.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract: <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cResearch has indicated that more schools\u00a0have increased their efforts to transform traditional classrooms into innovative 21stcentury learning environments. Some schools have even gone as far as implementing one-to-one digital learning environments. However, technology integration\u00a0in education has been a slow transformational process,\u00a0and studies have\u00a0demonstrated\u00a0that there are\u00a0numerous barriers educators encounter along the way. The purpose of this study was to examine the first-and second-order barriers to Educational and Communication Technologies (ECTs) teachers\u00a0experience in a 1:1 middle school learning environment. The perspectives of middle school educators who participated in this research study were examined. The research questions were used to determine the presence of\u00a0first-and second-order barriers and to what degree there was a relative difference regarding teacher\u00a0demographics\u00a0and\u00a0first-and\u00a0second-order barriers to ECTs in 1:1 digital environments. In this descriptive, comparative research design, quantitative data was collected through\u00a0an online survey, Barriers to Technology Integration. The data were analyzed using descriptive statistics and\u00a0MANOVA analysis. Through the analysis of data,\u00a0it was determined that there wereno statistically\u00a0significant differences\u00a0in teacher demographics (teacher age group, years of teaching experience,\u00a0and level of education) relative to the first-and second-order barriers regarding 1:1 technology integration. The means from the descriptive statistics suggested a low to moderate presence of first-and second-order barriers. The findings of this research study not only support\u00a0the literature on first and second-order barriers to technology integration but also support the need for more longitudinal studies in middle schoolresearch\u00a0and technology integration.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tien, E. C., Tin, Y. C., &amp; Hamid, H. (2020). Use of technology in active learning teaching practices to enhance lecturer\u2019s self-efficacy in technical university enrichment.&nbsp;International Journal of Engineering Research &amp; Technology,&nbsp;9(6), 436\u2013443.&nbsp; Abstract: \u201cResearch has indicated that more schools\u00a0have increased their efforts to transform traditional classrooms into innovative 21stcentury&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1411\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[426,511,525,586],"coauthors":[2301],"class_list":["post-1411","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-technology-enabled-learning","tag-self-efficacy","tag-higher-education","tag-active-learning","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1411","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1411"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1411\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1411"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1411"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1411"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1411"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}