Research Article
Kerem Kilicer, Salih Bardakci, Ibrahim Arpaci
CONT ED TECHNOLOGY, Volume 9, Issue 3, pp. 225-245
ABSTRACT
For today’s societies trying to cope with the current globally increased competition, existence of individuals who can take risks, solve problems and adopt changes an innovation has gained more importance when compared to the past. This situation brings responsibility to educational institutions for increasing the number of innovative individuals and the qualifications of these individuals. Therefore, in the process of designing and developing any kind of in-class activities which will contribute to innovativeness, it is important to determine the technology usage characteristics that can be used to define individuals who have high levels of innovativeness. The purpose of the present study was to determine the variables related to technology which will be used to discriminate between individuals who have high and low levels of innovativeness. In the study, which was carried out using the causal-comparative design, a logistic regression model was formed by using technology-related variables, and which technology-related variables managed to predict high level of innovativeness was tested. In the logistic model, the technology budget (purchases, internet, and phone bills), technology ownership (smart phones, tablets, laptops, personal computers, internet, websites, blogs), technology renewal/update time (smart phones, computers), the number of utilized internet applications and internet usage habits were analyzed as predictors. The study was conducted with 244 university students from different class grades at a state university in Turkey. The results revealed that among the variables examined, only the variables of Internet usage habit, the number of Internet applications used, blog ownership and the money spent on technology use were significant predictors. In addition, the model in which these variables were used was found to classify high and low levels of innovativeness with accuracy of 71%. Implications are discussed.
Keywords: Emerging technology, Innovativeness, Technology usage habits, Preservice teachers
Research Article
Susan Troncoso Skidmore, Linda Reichwein Zientek, D. Patrick Saxon, Stacey L. Edmonson
CONT ED TECHNOLOGY, Volume 5, Issue 3, pp. 179-197
ABSTRACT
Although the majority of colleges and universities are equipped with the latest instructional technologies, an appreciable integration of technology has not been observed in instructional practices (Flavin, 2013; Garrison & Akyol, 2009; Salinas, 2008). The purpose of this research is to understand the impact that generational differences can have on developmental education faculty members’ self-reported familiarity, use, and challenges with instructional technology as measured by the Developmental Education Technology Survey (DETS; Skidmore, Saxon, Zientek, & Edmonson, 2012). The DETS was developed to examine the level of technology integration in developmental education programs across Texas higher education institutions. Responses from 753 developmental education faculty members from 68 institutions (69% institutional response rate) are the focus of this study. Findings suggest that generational classification serves as a statistically significant predictor of familiarity with instructional technology. A statistically significantly larger proportion of the faculty of the Silent generation also identified their own skill level as a challenge compared to other generations. Developing an understanding of faculty members’ proclivity to use instructional technology through the lens of generational classification can lead to more targeted professional development, which can help faculty members move towards using instructional technology as a resource to improve teaching and learning.
Keywords: Generational status, Developmental education, Integration of technology, Technology usage