Digital Learning Resources and Ubiquitous Technologies in Education

Mark Anthony Camilleri, Adriana Caterina Camilleri

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

This research explores the educators’ attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst 241 educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educators’ perspective. A principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this contribution puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.

Original languageEnglish
Pages (from-to)65-82
Number of pages18
JournalTechnology, Knowledge and Learning
Volume22
Issue number1
DOIs
Publication statusPublished - 1 Apr 2017

Keywords

  • Digital learning resources
  • Educational technologies
  • ICT in education
  • Principal component analysis
  • Stepwise regression analysis
  • Technology acceptance model

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Human-Computer Interaction
  • Computer Science Applications

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