Preschool Teachers' Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model

Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis

Objective

This qualitative study was conducted to explore the perceptions of dental teachers about utilizing blended learning (BL) in undergraduate teaching following the COVID-19 pandemic. The objectives were to study their willingness to move to BL and to identify the reasons for their willingness or lack thereof for this transition.

Materials and methods

This descriptive qualitative study is part of doctoral research that was conducted among health sciences teachers from the state of Maharashtra, India. The population for this study included all dental teachers from the 38 dental colleges in the state. To ensure proper representation of teachers, a proportionate stratified sampling method was used. The research tool used in this study was developed and validated, and data collection was conducted online using SurveyMonkey.

Results

The results showed that 137 (97.16%) teachers were inclined toward utilizing BL. Thematic analysis of the responses received was carried out using NVivo software. Around 10 main emergent themes were identified, which were grouped under four key areas. The majority of the dental teachers were appreciative of the benefits of BL in terms of accessibility, flexibility, and learner engagement, but some preferred traditional teaching methods.

Conclusion

For the dental teachers to continue with BL in instruction, there is a need to empower them via faculty development programs for successful adaptation to technology-enhanced instruction and to overcome the limitations and challenges associated with technology integration in education. The transformation from traditional face-to-face to technology-enhanced BL seems to be a worthwhile opportunity for future dental education.

How to cite this article

Lele G, Sikdar M. Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis. Int J Clin Pediatr Dent 2024;17(5):532-538.

Factors influencing college teachers' adoption of live online teaching: a conditional process model of technology acceptance, user satisfaction and privacy concerns

Purpose

In recent times, live online teaching has emerged as a prominent trend in online education. However, teachers are confronted with the challenge of not only acquainting themselves with the associated technologies but also effectively integrating them into their teaching practices. This dual challenge exerts pressure on teachers to adopt live online teaching. This study aims to explore the factors and mechanisms influencing teachers' attitudes and continuance intention toward live online teaching. It covers both intrinsic and extrinsic motivations, as well as both enabling and inhibiting factors, thus providing valuable suggestions for encouraging teachers to engage in live online teaching actively.

Method

This study proposed a conceptual model based on the Technology Acceptance Model, Uses and Gratifications Theory, and Communication Privacy Management Theory. A simple random sampling method was employed to recruit participants from a university in eastern China. With 224 college teachers participating in the study, various analyses, including descriptive analysis, regression analysis, and simple slope analysis, were conducted to explore the factors and mechanisms influencing college teachers' adoption of live online teaching.

Results

The study revealed the following key findings: (a) perceived easy of use had a positive impact on perceived usefulness and user satisfaction; (b) perceived usefulness had a positive effect on user satisfaction; (c) both perceived usefulness and user satisfaction positively influenced teachers' adoption of live online teaching; (d) perceived easy of use did not directly affect teachers' adoption of live online teaching; (e) privacy concerns exhibited a moderated effect on the relationship between perceived easy of use and perceived usefulness, as well as the relationship between perceived easy of use and user satisfaction.

Conclusion

The study reveals a conditional process model elucidating teachers' adoption of live online learning. The model incorporates perceived ease of use as a predictor, perceived usefulness and user satisfaction as two mediators, and private concerns as a moderator. The findings suggest that stakeholders should collaborate closely to enhance the design and development of the live online teaching platforms. Additionally, efforts should be made to support and improve teachers' information literacy, fostering their enthusiasm and facilitating their professional development in live online teaching practice.

Acceptance and User Experiences of a Wearable Device for the Management of Hospitalized Patients in COVID-19-Designated Wards in Ho Chi Minh City, Vietnam: Action Learning Project

BACKGROUND

Wearable devices have been used extensively both inside and outside of the hospital setting. During the COVID-19 pandemic, in some contexts, there was an increased need to remotely monitor pulse and saturated oxygen for patients due to the lack of staff and bedside monitors.

OBJECTIVE

A prototype of a remote monitoring system using wearable pulse oximeter devices was implemented at the Hospital for Tropical Diseases in Ho Chi Minh City, Vietnam, from August to December 2021. The aim of this work was to support the ongoing implementation of the remote monitoring system.

METHODS

We used an action learning approach with rapid pragmatic methods, including informal discussions and observations as well as a feedback survey form designed based on the technology acceptance model to assess the use and acceptability of the system. Based on these results, we facilitated a meeting using user-centered design principles to explore user needs and ideas about its development in more detail.

RESULTS

In total, 21 users filled in the feedback form. The mean technology acceptance model scores ranged from 3.5 (for perceived ease of use) to 4.4 (for attitude) with behavioral intention (3.8) and perceived usefulness (4.2) scoring in between. Those working as nurses scored higher on perceived usefulness, attitude, and behavioral intention than did physicians. Based on informal discussions, we realized there was a mismatch between how we (ie, the research team) and the ward teams perceived the use and wider purpose of the technology.

CONCLUSIONS

Designing and implementing the devices to be more nurse-centric from their introduction could have helped to increase their efficiency and use during the complex pandemic period.

Preschool teachers' predicaments of teaching online and strategies employed during the COVID-19 pandemic: A literature review

BACKGROUND

The COVID-19 pandemic accelerated the transition to remote preschool education, highlighting the crucial role of preschool teachers in navigating pedagogical transformations, adapting to technology, and addressing the challenges of distance learning.

OBJECTIVE

This study delved into the intricate challenges confronted by educators specializing in early childhood education within the realm of remote instruction during the COVID-19 pandemic. Additionally, it scrutinized a spectrum of tactics and interventions implemented to overcome the challenges, presenting nuanced insights to enhance the effectiveness of online pedagogy.

METHODS

Conducting a systematic literature review, this study comprehensively analysed academic sources to synthesize challenges faced by preschool teachers and their adaptive strategies during the transition to remote instruction induced by the COVID-19. The investigation focused on online teaching strategies, COVID-19 implications, and the broader landscape of remote learning.

RESULTS

The review illuminated intricate challenges, encompassing technological constraints, pedagogical adjustments, and psychological adaptations. These challenges compelled the deployment of a diverse range of strategies, underscoring educators' resilience and resourcefulness in maintaining vibrant online teaching and learning ecosystems.

CONCLUSION

This study offers a valuable compendium of insights, providing a comprehensive view of the evolving landscape of remote pedagogy. By fostering a nuanced understanding of the challenges and strategies, educators, administrators, and policymakers can collaboratively devise informed interventions. This collaborative effort optimizes online teaching practices, fostering enriched learning outcomes within the digital epoch.

On the Technology Acceptance Behavior of Romanian Preschool Teachers

This study investigates how compatibility and perceived enjoyment affect the link between intention to use and actual technology use in Romanian preschool education, building on earlier studies.

METHODS

300 participants were invited to participate in this research from 15 Romanian counties. 182 preschool teachers' questionnaires were utilized for data analysis after the return and screening of responses. A valid and accurate scale evaluating preschool teachers' behavior towards technology adoption was included in the questionnaire, along with self-reported demographic data, professional identification, and other information. Data was analyzed using SPSS V.16.

RESULTS

(1) Intention to use, compatibility, perceived enjoyment, and actual use were positively associated. (2) The effect of compatibility and perceived enjoyment on the link between intention to use and actual technology use was carried out in the following way: Intention to use → Compatibility with technology → Perceived enjoyment → Actual use. We hypothesize that intention to use affects compatibility, compatibility affects perceived enjoyment, and, lastly, perceived enjoyment affects actual use. For a more robust validation of results, we have also modelled this relationship with the Radial Basis Function (RBF) neural network.

CONCLUSION

Compatibility and perceived enjoyment partially mediate the relationship between intention to use and actual technology use in class by Romanian preschool teachers. According to the theory of planned behavior, this study brought to light the intricacy of the relationship between preschool teachers' intention to utilize technology in the classroom and their actual usage of it. Limitations and implications are discussed.

Examining teachers' behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators to adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey (N = 1740), this study aims to construct a model that predicts teachers' extensive technology acceptance by extending the Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. TAM has been a valuable tool to measure the adoption of new technology in various contexts, including education. However, TAM has been designed and principally applied to assess user acceptance of a specific technology implementation. This study has extended TAM to measure teachers' technology-enabled practice (online teaching) with the adoption of various technologies. The proposed model explains teachers' behavioural intention to teach online with a good fit. Our findings revealed the collective effects of TPACK, perceived usefulness (PU) of technology, and innovativeness on teachers' behavioural intention to teach online post-pandemic. Moreover, the study identified training and support from school as a significant predictor for both teachers' TPACK and PU. The novelty of this study lies in its model conceptualisation that incorporates both information-technology-based constructs and personal-competence-based features, including TPACK and innovativeness. Furthermore, our study contributes to the growing body of literature that addresses the online teaching adoption by schoolteachers in the post-pandemic era.

The STEAM learning performance and sustainable inquiry behavior of college students in China

Teacher education students, as an important reserve in the field of education, their growth and development are related to the future of science, economy, sustainable development of education. Through participation in the educational practice of STEAM, which integrates science, technology, engineering, art, and mathematics is more beneficial for them to acquire 21st century skills like communication, collaboration, learning innovation and critical thinking. However, little has been seen about the use and effectiveness of short videos in STEAM education activities and how they can be used to support and promote teacher education students STEAM learning performance and sustainable inquiry behaviors. Therefore, this study combines the framework of triadic reciprocity determinism theory and technology acceptance theory to propose six research hypotheses and develop a research model to explore the relationship between collaborative self-efficacy (CS-E), perceived usefulness (PU) of short videos, perceived ease of use (PEOU), STEAM learning performance and teacher education students’ sustainable inquiry behavior. To achieve the purpose of this study, this study used purposive sampling and invited teacher education students from five classes of preschool education at a university in Guangxi Zhuang Autonomous Region (GZAR), China, to participate in this study. A total of 8 h of instructional guidance was provided over a four-week period, in which participants used short videos for collaborative group learning and independent inquiry and applied STEAM concepts to kindergarten science activities. Participants’ STEAM performance was measured and surveyed during the fourth week. The results of the study validation showed that (1) teacher education students CS-E had a positive effect on the PU and PEOU of short videos; (2) Teacher’s education students PEOU of short videos had a positive effect on usefulness; (3) Teacher’s education students PU and PEOU of short videos had a positive effect on STEAM learning performance; (4) Teacher’s education students’ STEAM learning performance had a positive effect on sustainable inquiry behavior.

A Radial Basis Function Neural Network Approach to Predict Preschool Teachers' Technology Acceptance Behavior

With the continual development of artificial intelligence and smart computing in recent years, quantitative approaches have become increasingly popular as an efficient modeling tool as they do not necessitate complicated mathematical models. Many nations have taken steps, such as transitioning to online schooling, to decrease the harm caused by coronaviruses. Inspired by the demand for technology in early education, the present research uses a radial basis function (RBF) neural network (NN) modeling technique to predict preschool instructors' technology usage in classes based on recognized determinant characteristics of technology acceptance. In this regard, this study utilized the RBFNN approach to predict preschool teachers' technology acceptance behavior, based on the theory of planned behavior, which states that behavioral achievement, in our case the actual technology use in class, depends on motivation, intention and ability, and behavioral control. Thus, this research design is based on an adapted version of the technology acceptance model (TAM) with eight dimensions: D1. Perceived usefulness, D2. Perceived ease of use, D3. Perceived enjoyment, D4. Intention to use, D5. Actual use, D6. Compatibility, D7. Attitude, and D8. Self-efficacy. According to the TAM, actual usage is significantly predicted by the other seven dimensions used in this research. Instead of using the classical multiple linear regression statistical processing of data, we opted for a NN based on the RBF approach to predict the actual usage behavior. This study included 182 preschool teachers who were randomly chosen from a project-based national preschool teacher training program and who responded to our online questionnaire. After designing the RBF function with the actual usage as an output variable and the other seven dimensions as input variables, in the model summary, we obtained in the training sample a sum of squares error of 37.5 and a percent of incorrect predictions of 43.3%. In the testing sample, we obtained a sum of squares error of 14.88 and a percent of incorrect predictions of 37%. Thus, we can conclude that 63% of the classified data are correctly assigned to the models' dependent variable, i.e., actual technology use, which is a significant rate of correct predictions in the testing sample. This high significant percentage of correct classification represents an important result, mainly because this is the first study to apply RBFNN's prediction on psychological data, opening up a new interdisciplinary field of research.

Modeling teachers acceptance of learning management system in higher education during COVID-19 pandemic: A developing country perspective

The ubiquity of the World Wide Web has provided massive opportunities to teachers and learners around the globe to share knowledge anytime anywhere via learning management system. Hence, considering the needs of the students; universities have arranged the facilities of the learning management system. This study is an empirical evaluation of university faculty members' intention to use a learning management system. We extended Davis's (1989) Technology Acceptance Model (TAM) to evaluate faculty members' intention to use learning management system amid COVID-19. Data were obtained from the faculty members of Pakistani universities through the convenience sampling technique and analyzed using PLS-SEM. The outcomes of the study revealed that perceived ease of using a learning management system, user-interface design, and faculty members' innovativeness have a favorable impact on their intention to use learning management system. Facilitating conditions positively influenced intention to use learning management system. However, the positive relationship between facilitating conditions and perceived ease of using the learning management system was insignificant. The results indicate that the extended TAM model has effectively predicted faculty members' intention to use the learning management system. The findings of the current study can be used for the training and development of faculty members by institutions and regulatory bodies in developing countries.

The Impact of Empowering Leadership on Preschool Teachers’ Job Well-Being in the Context of COVID-19: A Perspective Based on Job Demands-Resources Model

The COVID-19 epidemic in the early 2020s is making a big difference for educators around the world. For the past 2 years, the curriculum and working patterns have been overturned in response to this epidemic, which has brought unprecedented challenges and physical and mental stress to preschool teachers. This situation can have a drastic impact on the acquisition of job well-being for preschool teachers. During this special time, the leader’s management style will also influence the psychological feelings of the organization’s staff. For example, empowering leadership is an important management function that empowers subordinates, emphasizes the meaning of work, promotes participation in decision-making, and expresses confidence. Therefore, in the current COVID-19 pandemic context, it is worthwhile to explore the topic of empowering leadership to ensure preschool teachers’ well-being, by balancing work demands and work resources in a way that facilitates a sense of organizational support and reduces job stress, while relatively fewer studies have been conducted on the relationship between preschool teachers’ job well-being in the context of the COVID-19 pandemic. Based on this, this study proposed a research model from the theoretical perspective of the Job Demands-Resources Model to explore the influence of empowering leadership, sense of organizational support, and job stress on preschool teachers’ job well-being in the context of the COVID-19 pandemic. To achieve the purpose of this study, a convenience sampling method was used to invite 500 preschool teachers in China to complete a questionnaire survey, and after removing invalid samples and data with incomplete answers, reliability and validity analyses and model fit tests were conducted, followed by a structural equation modeling method for path analysis. The results of the study showed that (1) in the kindergarten work context, empowering leadership showed a significant negative effect on job stress, but a significant positive effect on job well-being and a significant positive effect on sense of organizational support. (2) Sense of organizational support had a significant negative effect on job stress but a significant positive effect on preschool teachers’ job well-being. (3) Preschool teachers’ job stress and job well-being showed a significant negative effect. The contribution of this study was to explore the relationship between understanding leadership empowerment and preschool teachers’ job well-being in the context of the COVID-19 pandemic based on the Job Demands-Resources Model, which will facilitate educational organizational contexts to empower preschool teachers to work harder to reduce their job stress as well as enhance their sense of organizational support and promote the acquisition of job well-being.

Mindfulness as Moderator Against Emotional Exhaustion Due to Online Teaching During COVID-19 Pandemic: An Investigation Using Job Demands-Resources Model and Conservation of Resource Theory

On the basis of the Conservation of Resource (COR) theory and using the Job Demands-Resources (JD-R) model, this study examines the relationships among job demands and job resources of online teaching (JD-OT and JR-OT), perceived instructional efficacy of OT (PIE-OT), mindfulness in teaching (MiT), and emotional exhaustion (EE) to understand the psychological stress experienced by teachers engaged in OT and how mindfulness has moderating effects on relieving anxiety and preventing burnout. A total of 476 teachers with OT experience completed online a self-report survey with items adapted from related scales. The hypotheses were validated using structural equation modeling. Causal relationships were assessed using path analysis, and multi-group analysis was performed to examine the moderating effect of MiT. JD-OT has significant and negative impact on PIE-OT, JR-OT has significant and positive impact on PIE-OT, and PIE-OT has significant and negative impact on EE. Moreover, PIE-OT mediates the positive relationship of JD-OT with EE and the negative relationship of JR-OT with EE. The moderating role of MiT in the relationship of JD-OT and JR-OT with PIE-OT was also validated. In OT work environments, teachers have great need and desire for JR, which can have a positive impact on PIE. Mindfulness training contributes to improving OT efficacy and reducing EE. Enhancing teachers' MiT enables them to deal with demands from work and their superiors and motivates them to respond with ease to the stressful external environment.

Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers’ TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers’ digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.