KEBERTERIMAAN GURU SEKOLAH DASAR TERHADAP MEDIA PEMBELAJARAN BERBASIS WEB PADA MATERI PERKEMBANGAN TEKNOLOGI KELAS 3 SEKOLAH DASAR
Keywords:
teacher acceptance, web-based learning media, technological developments, grade 3 elementary school
Abstract
This study aims to determine whether elementary school teachers are amenable to incorporating online learning materials into the class 3 technology development curriculum. In web-based learning resources, information and communication technology is utilized to support teaching and learning. This study will identify the factors that affect teachers' acceptability of using online learning resources. Additionally, the advantages of media use for educators and students will be examined. The use of online learning resources in elementary schools for class III is anticipated to present challenges and opportunities, which this study will help to clarify.
References
Jurnal :
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students' mathematics learning. Educational Psychology Review, 22(3), 215-243.
Özyurt, Ö., & Özyurt, H. (2018). Preschool teachers' attitudes towards educational use of digital resources. Educational Technology & Society, 21(3), 76-87.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Teo, T. (2011). Factors influencing teachers' intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.
Tham, C. L., Abdullah, M. H., & Harun, J. (2020). Elementary school teachers' acceptance of flipped classroom: A systematic review. International Journal of Emerging Technologies in
Thompson, A. D., & Schmidt, D. A. (2017). Technology acceptance among primary school teachers: A best-worst scaling approach. Computers & Education, 113, 78-89.
Teo, T. (2015). Examining the influence of subjective norm and facilitating conditions on pre-service teachers' intentions to use technology: A structural equation modeling approach. Australasian Journal of Educational Technology, 31(6), 678-692.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students' mathematics learning. Educational Psychology Review, 22(3), 215-243.
Özyurt, Ö., & Özyurt, H. (2018). Preschool teachers' attitudes towards educational use of digital resources. Educational Technology & Society, 21(3), 76-87.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Teo, T. (2011). Factors influencing teachers' intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.
Tham, C. L., Abdullah, M. H., & Harun, J. (2020). Elementary school teachers' acceptance of flipped classroom: A systematic review. International Journal of Emerging Technologies in
Thompson, A. D., & Schmidt, D. A. (2017). Technology acceptance among primary school teachers: A best-worst scaling approach. Computers & Education, 113, 78-89.
Teo, T. (2015). Examining the influence of subjective norm and facilitating conditions on pre-service teachers' intentions to use technology: A structural equation modeling approach. Australasian Journal of Educational Technology, 31(6), 678-692.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.
Published
2023-06-15
How to Cite
Septian, C. D. P. (2023). KEBERTERIMAAN GURU SEKOLAH DASAR TERHADAP MEDIA PEMBELAJARAN BERBASIS WEB PADA MATERI PERKEMBANGAN TEKNOLOGI KELAS 3 SEKOLAH DASAR. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 9(2), 2362 - 2370. https://doi.org/10.36989/didaktik.v9i2.980
Section
Articles
