Digital Learning Resources and Ubiquitous Technologies in Education
Camilleri, M.A. & Camilleri A. (2016) Digital Learning Resources and Ubiquitous Technologies in Education. Technology, Knowledge and Learning. 22(1), 65-82. Springer DOI: 10.1007/s10758-016-9287-7
29 Pages Posted: 1 Dec 2016 Last revised: 17 Mar 2017
Date Written: June 8, 2016
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.
Keywords: Education, Technology in Education, Blended Learning, Digital Learning Resources, Information, Communications Technology in Education, Technology Acceptance Model, Principal Component Analysis, Stepwise Regression Analysis
JEL Classification: O3, O30, O31, O32
Suggested Citation: Suggested Citation