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Motivation and Emotion in Second Language Learning: Predictors of Objective Language Performance and Sustained Learning in Undergraduate Foreign Language Students
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In: Senior Projects Spring 2020 (2020)
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| 62 |
Rezistance: Diné Grassroots Organization and Modes of Activism
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In: Senior Projects Spring 2020 (2020)
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Academic advising first-generation college students ; Academic advising FGCS
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Understanding Teacher Experience with Instructional Coaching to Inform Program Improvement Reflecting the Principles of Adult Learning Theory: A Mixed Method Case Study
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In: Graduate Theses & Dissertations (2020)
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Don't Stay in Your Lane: Meeting the Needs of Multilingual Learners Requires Collaboration.
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In: Galileo-W Conference (2020)
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Hopes and Struggles: Cross-generational Metamorphosis of Educational Beliefs and Practices between Two-Generations of Korean-American Parents
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In: Graduate Theses & Dissertations (2020)
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Enhancing Classroom Instruction with Online News
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In: Computer Science Faculty Publications and Presentations (2020)
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Professional Noticing on a Statistical Task
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2020)
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| 69 |
A Credited Support Course: Corequisite Writing Course at Boise State University
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In: English Faculty Publications and Presentations (2020)
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| 70 |
Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital
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In: Boise State University Theses and Dissertations (2020)
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| 71 |
Teachers' Interventions to In-Person Bullying and Cyberbullying Situations
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In: Boise State University Theses and Dissertations (2020)
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| 72 |
Teachers’ End-User Attitudes Toward the Implementation of School-Based Social Networking Sites in K-8 Schools: An Extension of the Technology Acceptance Model
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In: Boise State University Theses and Dissertations (2020)
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Abstract:
Advancement in technologies, such as smartphones and social networking sites (SNSs), are transforming traditional school-based communication in education. School-based SNSs are a web-based system that enables administrators and teachers to (1) create or join a semi-public online school community within a bounded system, (2) construct a virtual classroom with individual student profiles, or avatars, (3) invite parents and guardians to create a profile and link with their child’s profile, (4) and communicate with students, parents, and guardians about students’ school experiences using the classroom management and communication platform. ClassDojo, a school-based SNS, has over three million teachers and 35 million students using the platform (Williamson, 2017a). Teachers create and manage the virtual community; therefore, it is crucial to understand teachers’ end-user attitudes towards adopting school-based SNSs. An extension of the Technology Acceptance Model (TAM) examined K-8 teachers’ end-user attitudes to integrate school-based SNSs in United States’ primary and middle schools. The TAM’s foundation, extensions, and correlation to teachers’ attitudes towards technology presented as an ideal model to ground the study. Thus, using theoretical and empirical studies related to teachers’ adoption of technology and SNSs, this research study extended TAM using the following factors: (1) perceived usefulness (PU), (2) perceived ease of use (PEOU), (3) security awareness (SA), (4) subjective norm (SN), (5) attitude toward using SNSs (ATT), and (6) intention to use SNSs (ITU). TAM research traditionally relies on obtaining self-reported data from participants through survey. This survey-research collected data from 264 kindergarten to eighth-grade teachers throughout the United States. The survey data was used to analyze descriptive statistics between TAM variables, as well as perform path analyses on the relationships between the TAM variables. In this study, the TAM was extended to include subjective norm (SN) and security awareness (SA). In summary, a majority of K-8 teachers had a generally favorable attitude about ClassDojo’s: (1) perceived usefulness, (2) perceived ease of use, (3) security awareness, (4) subjective norm, (5) attitude towards use, and (6) intention to use. Path analysis with latent factors utilized multiple regressions to assess the direct and indirect influences of variables within a model (Hatcher, 2013). The extended TAM model was reliable and illustrated that seven out of the eight path analyses were statistically significant. Teachers’ attitudes towards ClassDojo use had the most statistically significant influence on teachers’ intentions to use ClassDojo. Similar to findings from traditional TAM studies, perceived usefulness had the largest statistically significant influence on teachers’ attitudes toward ClassDojo use. A thematic analysis of teachers’ comments about ClassDojo provided support for the extended TAM path analysis. In conclusion, this study synthesized other TAM variables to establish, the Teacher Technology Acceptance Model of Social Networking Sites (T-TAMS), to identify and explore factors that positively influenced K-8 teachers’ end-user attitudes towards school-based SNSs use. Lastly, limitations and future research were presented. This study advanced research on teachers’ TAM of SNSs, teachers’ end-user attitudes toward ClassDojo, and school-based communication. Thus, these findings can be used to boost ClassDojo’s adoption rates among K-8 schools in the United States.
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Keyword:
ClassDojo; Educational Technology; elementary education; path analysis; social networking site; teachers; technology acceptance model
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URL: https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2802&context=td
https://scholarworks.boisestate.edu/td/1671
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| 73 |
Le cahier des clauses techniques particulières (CCTP) : spécificités d'un écrit professionnel
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In: ISSN: 0458-7251 ; Le Langage et l'Homme ; https://hal.archives-ouvertes.fr/hal-02549062 ; Le Langage et l'Homme, EME éditions / L'Harmattan, 2020, La terminologie et l'enseignement du français de spécialité, du français langue professionnelle ou sur objectifs spécifiques (n° 542), pp.ISBN : 978-2-8066-3702-4 ; https://www.editions-harmattan.fr/index.asp?navig=catalogue&obj=livre&no=65040 (2020)
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| 74 |
Un système de diagnostique linguistique chez les apprenants d'anglais pour favoriser l'engagement et l'égalité des chances des étudiants dans le supérieur ?
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In: Colloque International : Egalité des chances ou égalité des réussites dans l'enseignement supérieur ? ; https://hal.archives-ouvertes.fr/hal-02496629 ; Colloque International : Egalité des chances ou égalité des réussites dans l'enseignement supérieur ?, Université Paul Valéry Montpellier 3, Mar 2020, Montpellier, France ; https://egalisup.sciencesconf.org/data/Livret_V4_1mars2020.pdf (2020)
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Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish
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In: ISSN: 0957-1736 ; EISSN: 1753-2167 ; The Language Learning Journal ; https://hal.archives-ouvertes.fr/hal-02560287 ; The Language Learning Journal, Taylor & Francis, 2020, Endangered and minority language pedagogy, 48 (3), pp.285-299. ⟨10.1080/09571736.2020.1719432⟩ (2020)
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| 76 |
Alector: A Parallel Corpus of Simplified French Texts with Alignments of Misreadings by Poor and Dyslexic Readers
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In: Language Resources and Evaluation for Language Technologies (LREC) ; https://hal.archives-ouvertes.fr/hal-02503986 ; Language Resources and Evaluation for Language Technologies (LREC), May 2020, Marseille, France (2020)
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La boîte noire de la recherche collaborative : de la négociation à la production des savoirs ?
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In: 88ème Congrès de l'ACFAS ; https://hal.archives-ouvertes.fr/hal-02496657 ; 88ème Congrès de l'ACFAS, Université de Sherbrooke; Université Bishop's, May 2020, Sherbrooke, Canada ; https://colloque2020.crifpe.ca/fr/? (2020)
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| 78 |
Distance auctoriale dans la rédaction des étudiants en L1 et L2.
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In: AFLA - Traiter, explorer et analyser les corpus : quels apports pour la société ? ; https://halshs.archives-ouvertes.fr/halshs-03100470 ; AFLA - Traiter, explorer et analyser les corpus : quels apports pour la société ?, Julien Longhi; Grégory Miras, Feb 2020, Cergy, France ; http://www.afla-asso.org/afla2020/ (2020)
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The Status of Mother Tongues and Language Policy in Morocco
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In: The International Journal of Applied Language Studies and Culture ; https://halshs.archives-ouvertes.fr/halshs-01623045 ; The International Journal of Applied Language Studies and Culture, 2020 (2020)
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| 80 |
Images and Social Representations of Students’ Identity and University Experience
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In: ISSN: 1021-5573 ; Papers on Social Representations ; https://hal.univ-angers.fr/hal-02998520 ; Papers on Social Representations, London School of Economics and Political Science, 2020 (2020)
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