Sha Zhu

Technological Factors and Student-to-Student Connected Classroom Climate in Cloud Classrooms:

In an effort to address student engagement challenges, much research has explored student-to-student connected classroom climate (CCC). Research positively associates CCC to the benefits of student integration, learning, and retention in face-to-face environments. However, few studies have examined CCC in computer-mediated environments. This study provides empirical evidence of the relationships between key technological factors and CCC in cloud classrooms. A survey was administered to 641 college students, and the results indicate that four of the five technological factors examined were positively associated with CCC: advanced computer self-efficacy, program/software computer experience, Internet/entertainment computer experience, and computer importance. Basic computer self-efficacy was not related to CCC. These findings identify mechanisms that can improve CCC in cloud classrooms. Researchers and practitioners should use this knowledge to develop, implement, and assess the cloud classroom. In addition, this study contributes knowledge that can direct student training of digital literacies for improving the learning processes of cloud classrooms in higher education.

Learning from practice: improving blended learning strategies in an educational technology course

The purpose of this paper is to show how a blended learning model has been developed and implemented. We also explain what lessons have been learned from carrying out and continuously improving the blended learning strategies presented in the modern education technology course. We selected a sample of 277 student teachers from four different classes at the Hubei University of Education to take part in the study. The two components of the implementation process of the lab-rotation blended learning model included initial implementation and follow-up enhancement. Classroom observation and interviews were employed throughout the study, as means to collect feedback from students regarding any problems and obstacles they experienced during the initial implementation process. Our results show that the enhanced blended learning model was effective in helping student teachers to learn the modern education technology course.

Investigating Factors Influencing K-12 Teachers’ Intention to Integrate Mobile Devices in Teaching

The purpose of this study was to explore the key factors influencing K-12 teachers’ intention of mobile devices integration in teaching. A structural model of the factors influencing teachers’ intention to integrate mobile devices in teaching was proposed based on an extensive literature review. Based on the proposed model, a survey was administered which included six categories: (1) Attitude and technology belief; (2) Mobile-based pedagogical knowledge; (3) Mobile device skills; (4) Institutional support; (5) Self-efficacy of mobile-based teaching; and (6) Intention to integrate mobile devices. Partial Least Squares (PLS) were employed to validate the proposed model and hypotheses, using the data collected from 22 primary school teachers via surveys. The results indicated that teachers’ attitude and technology belief, and self-efficacy of mobile-based teaching had significant impacts on their intention to integrate mobile devices in teaching. Meanwhile, teachers’ mobile device skills strongly influenced their self-efficacy of mobile-based teaching. Finally, the authors provided suggestions for teachers, school leaders, and researchers.

Personality and Vocational Interests: What We Have Learned about Students in Educational Technology Major

The purpose of this study was to examine the relationships between personality types and vocational choices in terms of educational technology undergraduates and postgraduates in China. A valid sample of 209 undergraduates and 194 postgraduates responded to the research instrument, including 8 items about vocational choices and the Personal Globe Inventory-Short which was employed to measure personality types. The important findings included: (1) the three-letter personality code of both educational technology undergraduates and postgraduates was identified as SAE (i.e., Social, Artistic and Enterprising), (2) significant differences were found between educational technology undergraduates and postgraduates in terms of several vocational choices, and undergraduates showed lower major persistence than postgraduates, (3) realistic personality type was found to be significant positive predictor of most of the vocational choices of educational technology undergraduates, (4) educational technology postgraduates who are interested in realistic activities showed little interests in educational technology, whereas the social personality type express much interests. Finally, several suggestions have been provided for undergraduates, postgraduates, academic advisor, and high school students who choose and intend to choose educational technology as academic major.

An Investigation of Factors Influencing College Students’ Mobile Learning Behavior

The purpose of this paper is to explore the factors affecting college students’ mobile learning (M-learning) behavior based on mobile phones. An extended model was proposed by integrating information processing theory into Unified Theory of Acceptance and Use of Technology (UTAUT). Quantitative methods including Structural Equation Modeling (SEM) were employed to validate the proposed model using the data collected from 206 college students via survey questionnaires. The results indicated that performance expectancy, effort expectancy, social influence, resource representation, perceived entertainment, learning style, learning strategy, prior experience, facilitating conditions and satisfaction all had significant impacts on college students’ M-learning behavioral intention or behavior. Meanwhile, the study put forward several guidelines for educators and M-learning developers in terms of providing successful M-learning experiences.

Visualizing and Understanding the Digital Divide

The aim of the study is to visualize the status quo of the research on digital divide via co-citation analysis. A total of 494 papers were retrieved from the Web of Science database with full bibliographic records including authors, titles, abstracts, and reference lists. CiteSpace II was used to conduct visualization analysis about the research on digital divide by identifying the most influential authors, representative countries, and essential papers, as well as research hotspots, evolution path and research frontiers in the field of digital divide.

Interpersonal communication competence and digital citizenship among pre-service teachers in China’s teacher preparation programs

Abstract The Internet, new media and social change have created issues requiring digital citizenship education, particularly within the socio-cultural context of Chinese education. Recent digital citizenship standards for education developed by organizations such as the International Society for Technology in Education (ISTE) highlight the importance of this issue. Researchers have explored digital citizenship with some mediated behavioral determinants; however, the critical influence of interpersonal communication competence (ICC) has not yet been explored. To expand understanding of the components needed for improving the appropriateness of digital citizenship among future role models of society, this study investigates the relationship between ICC skills and digital citizenship with a sample of 905 pre-service teachers. The results showed that 10 ICC skills were positively predictive of digital citizenship. Environmental control and immediacy were found to be the strongest predictors of digital citizenship among the skills examined. These results theoretically emphasize the importance of ICC skills in mediated behavior and provide practical direction for improving pre-service teachers’ digital citizenship, which can positively enable the behavior instructors display and convey to their future students.

Parental and Teacher Influence on Secondary Students’ Information Literacy

This study investigated secondary students’ level of information literacy in China, as well as examined parents’ and teachers’ influence toward students’ information literacy. The survey method was employed on a sample of 3172 students, 2035 parents, and 851 teachers to examine personal beliefs, attitudes, and technology usage. Students’ information literacy was assessed via a web-based examination and the main findings were as follows: (1) a large percentage of students’ overall level of information literacy was average or low; (2) teachers’ Internet self-efficacy positively predicted students’ information literacy, while teachers’ in-class ICT usage negatively predicted students’ information literacy; (3) parents’ Internet attitudes positively influenced students’ information literacy. Based on the findings, suggestions for improving students’ information literacy were discussed.

Social media competence and digital citizenship among college students

The global emergence of new media and social change have drawn attention to the topic of digital citizenship. Previous literature has examined individuals’ digital citizenship with some determinants of technology use. However, individuals’ level of social media competence (SMC) has not yet been examined in relation to digital citizenship. To increase knowledge of the ingredients that may be important for education programs to improve individuals’ digital citizenship, this study examined SMC and digital citizenship among 772 college students. The results identified that five of the six social media competencies examined were predictors of individuals’ digital citizenship. These findings provided empirical evidence of a relationship between SMC and digital citizenship, which should be considered by researchers and practitioners when formalizing educational programs, developing curricula, and designing pedagogy for improving individuals’ digital citizenship.

Understanding the Digital Citizenship Behaviors of College Students from Differing Socioeconomic Origins

The purpose of this study was to analyze and compare the digital citizenship behavior of college students from differing socioeconomic regions of origin. Data was collected with the Digital Citizenship Scale from 712 college students in central China. The results showed students from higher socioeconomic regions of origin displayed more appropriate digital citizenship behaviors than students from lower socioeconomic regions of origin, even when students possess similar levels of computer usage. Findings indicated a case for second-level digital divide, whereby the meaning and consequences of technology usage differ despite having similar access.