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عنوان فارسی مقاله:
اثرات تکنواسترس معلمان متوسطه بر تصمیم استفاده از فناوری در کره جنوبی
عنوان انگلیسی مقاله:
The effects of secondary teachers’ technostress on the intention to use technology in South Korea
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
Required competencies for learners and teachers have changed in the 21st century. Domain-specific knowledge in addition to 21st century skills are considered important in this digital era. Accordingly, educational researchers and practitioners have tried to develop appropriate educational methods for future learning. Specifically, in Korea, the SMART education initiative has been proposed as a new educational agenda. SMART is an acronym for self-regulated, motivated, adaptive, resource-enriched, and technology-embedded education (Korean Ministry of Education, Science and Technology, 2011). One example of the initiative is the digital textbook project which aims to transform teaching and learning in K-12. According to the SMART education initiative plan, paper-based textbooks in elementary and middle school will be gradually replaced by mobile-based digital textbooks, integrating all existing instructional resources such as textbooks, references, workbooks, and dictionaries in order to provide a personalized learning environment under the facilitation and guidance of competent teachers. This government-driven educational transformation is in line with the rapid societal change in South Korea. It was reported that 82.5% of the South Korean population were Internet users and 78.5% were smartphone users as of 2012 (KISA, 2012). Given this high rate of technology use in everyday activities, it is not surprising that Korean students won first place for Digital Reading Assessment among 19 participating countries in the PISA (Programme for International Student Assessment) test organized by OECD in 2009. However, neither the widespread use of smartphones nor students’ ability to read digital materials guarantees successful integration of technology in education. Previous research on the use of computers for education already reported that teachers are the key to technology adoption. For example, teachers' computer experiences (Williams, Coles, Wilson, Richardson, & Tuson, 2000), teachers' anxieties or attitudes toward computer use (Shapka & Ferrari, 2003), and teachers’ experiences with professional development programson computer use (Vannatta & Fordham, 2004) were critical to technology integration. Now, we have the issue of implementing the SMART initiative in South Korea, which is fundamentally similar to computer adoption a decade ago, given that mobile-based digital textbooks represent another type of technology that requires the process of diffusion of innovation. Hence, researchers claim that teachers are still likely to be the key players in this new era when digital textbooks and mobile devices are introduced in classrooms for teaching and learning. If teachers do not buy into the initiative, there can be no further integration of it. There are many studies supporting this claim, investigating the technology acceptance of teachers as one of the major issues in technology integration in the education field (Yuen & Ma, 2008). Among various relevant factors for technology acceptance, this study brought up the issue of technostress, that is, psychological and physical stress toward technology use, as defined by Brod (1984). Specifically, the SMART initiative in Korea is a government-driven policy and teachers are busy with teaching and managing students in a highly competitive culture. Adopting the new initiative may cause mental stress for teachers in this situation. In psychology, stress is considered to arise from dynamic interactions between the individual and the environment (Matthews, Zeidner, & Roberts, 2004). For example, Lazarus and Folkman (1984) proposed the transactional theory of stress, which explains the processes of coping with stressful events. The individual first appraises the stressor, and then appraises the internal and external resources at his or her disposal. Adopting this framework, the study defined the internal resource that teachers employ as Technological Pedagogical and Content Knowledge, or TPACK, and the external resource surrounding teachers as school support. Overall, this study investigated the factors affecting teachers' intentions to use technology in South Korea, and the predictors are hypothesized to be teachers' TPACK and school support, mediated by teachers' perceived level of technostress. This study aims to provide an understanding of the psychological perspective for teachers who are expected to adopt new technology. Also, implications for facilitating technology adoption from the standpoint of teachers’ internal and external factors are discussed.
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کلمات کلیدی:
The effects of secondary teachers' technostress on the intention to use ... https://www.semanticscholar.org/...effects-of-secondary-teachers-technostress.../410e31e... Semantic Scholar extracted view of "The effects of secondary teachers' technostress on the intention to use technology in South Korea" by Young Ju Joo et al. [PDF]Page 1 TUTKIJA 13 When an educational use of ICT in is a source of ... www.uta.fi/sis/trim/ITK2016/abstract/tutkija%2013.pdf which in case of educational use of ICT may lead to technostress. Technostress refers to ... Further, technostress seems to influence on teachers' intentions to use technology in classrooms ... The effects of secondary teachers technostress on ... dblp: record journals/ce/JooLK16 dblp.uni-trier.de/rec/journals/ce/JooLK16 Jan 4, 2017 - The effects of secondary teachers' technostress on the intention to use technology in South Korea. Computers & Education 95: 114-122 (2016). dblp: Young Ju Joo dblp2.uni-trier.de › Persons Feb 15, 2017 - The effects of secondary teachers' technostress on the intention to use technology in South Korea. Computers & Education 95: 114-122 (2016). Understanding the Effects of Technology Acceptance in Nursing ... www.himss.org/.../understanding-effects-technology-acceptance-nursing-faculty-hierarc... It is important to recognize the effects of technostress on nursing faculty and manage it ... into its effects on technology use, job satisfaction, and the intent to stay in teaching. ...... Preterm, late term births; Prenatal Care; Secondary data analysis. TPACK Newsletter #26, February 2016 | Spartan Ideas spartanideas.msu.edu/2016/05/18/tpack-newsletter-26-february-2016/ May 18, 2016 - Abstract: “This article explored the impact of strategies applied in a ..... The effects of secondary teachers' technostress on the intention to use ...
