Semantic space of elementary teacher attitudes towards computer teaching assistant
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73593771" target="_blank" >RIV/61989592:15410/18:73593771 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.18844/gjit.v8i1" target="_blank" >http://dx.doi.org/10.18844/gjit.v8i1</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.18844/gjit.v8i1" target="_blank" >10.18844/gjit.v8i1</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Semantic space of elementary teacher attitudes towards computer teaching assistant
Popis výsledku v původním jazyce
This article is aimed at elementary teacher attitudes towards using educational technologies in education, especially in teaching elementary mathematics. The data used were collected by a questionnaire which was created on the principle of semantic differential. Basic statistical characteristics were calculated and a graph of the semantic space was plotted for all of the respondents participating in the study. In general, it is surprising that how differently teachers perceive the use of computers in education on the one hand, and the use of computers in teaching mathematics on the other. The results show that teachers are not convinced that it is meaningful to implement computers into primary mathematics education or that employing multimedia in teaching mathematics might bring educational benefits.
Název v anglickém jazyce
Semantic space of elementary teacher attitudes towards computer teaching assistant
Popis výsledku anglicky
This article is aimed at elementary teacher attitudes towards using educational technologies in education, especially in teaching elementary mathematics. The data used were collected by a questionnaire which was created on the principle of semantic differential. Basic statistical characteristics were calculated and a graph of the semantic space was plotted for all of the respondents participating in the study. In general, it is surprising that how differently teachers perceive the use of computers in education on the one hand, and the use of computers in teaching mathematics on the other. The results show that teachers are not convinced that it is meaningful to implement computers into primary mathematics education or that employing multimedia in teaching mathematics might bring educational benefits.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
<a href="/cs/project/EE2.3.20.0166" target="_blank" >EE2.3.20.0166: Centrum teorie vzdělávání přírodovědných oborů</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2018
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Global Journal of Information Technology: Emerging Technologies
ISSN
2301-2617
e-ISSN
—
Svazek periodika
8
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
CY - Kyperská republika
Počet stran výsledku
9
Strana od-do
1-9
Kód UT WoS článku
—
EID výsledku v databázi Scopus
—