Published works

Abstract

The education and learning process is redefined with the mesmerizing impact of ever-volatile technology platforms. With the advent of the Industry 4.0, supported by the intelligent web 3.0 connectivity catalyzed the transformation of traditional education philosophies and pedagogies in tune with the Learning 4.0, to empower both learners and educators as co-producers of knowledge. The researches brought to light that social application platforms became an indispensable part of the digital learning process. The bio-inspired technology designs considerably cast off the issues related to ease of use, perceived usefulness, and reduced the perceived internal barriers of the teachers to improve their Technology Adoption substantially. This Technology Adoption research was conducted under the theoretical framework of the ‘education change model’ of Michael Fullan integrated with educators’ Communities of Practice. This descriptive research study framed to address how the teachers’ Technology Adoption was affected by their use of social media platforms and how it moderated their perceived Technology Barriers. Standardized questionnaires from Joe W. Kotrlik and Donna H. Redmann were adopted with a pilot study. Stratified cluster sampling was used to gather 1029 responses from Higher Secondary School teachers of six educational districts in Kerala. The analysis was done with IBM SPSS v.21 and Process v.3.4. Teachers’ Social Media Use and Perceived Technology Barriers were significantly correlated with the Technology Adoption of the teachers. The perceived Technology Barriers were reduced with respect to their Social Media Usage. The relation of perceived Technology Barriers with Technology Adoption was significantly moderated with Social Media Use. Gender and school sectors were neither mediated nor moderated Technology Adoption. These results are helpful in the teachers' technology training programs and for further research.

Keywords: Social Media Use, Technology Adoption, Technology Barrier, Learning Environments

Abstract

The volatile digital digital strategies transform the whole world in tune with the challenges of the industry 4.0 supported by web 3.0 and Artificial Intelligence. Along with the volatile and rather ambiguous intelligent business advancements, considerable technology modification is envisaged in education sector also. The educators needed to be equipped with strategies and expertise in educational technologies to address the demands of „digital native‟ learners. Efficient use of Digital Learning Environments in academic setting requires an edge in solving many important techno-social apprehensions mutually. This descriptive research study was aimed to identify the educator‟s apprehensions and ambiguities on the use of IT through social media. The Higher Secondary School teachers were taken as the study population with a respondent sample of 564 in a stratified cluster sampling model. Discussions and feedback survey were used to gather data. This study revealed that strategies and preferences of digital resources varies considerably between teachers and students. Teachers prefer to adhere to less advanced or established systems where students prefer the budding technologies in collaborative model. The effectiveness of social media in education was rather ambiguous in nature. Teachers perceived that students‟ social media use is to be moderated as it accelerates alienation from realities, provides shallow learning and cyberloafing. Result of this study may helpful to remodel the technology inclusion strategies in curriculum and teacher‟s technology training also. Further elaborate researches may warrant in this regard.

Keywords: Social media, Digital Learning Environments, Technology adoption

Abstract

The technology-enabled education process remoulded the modern education systems. The facelift of education 4.0 process harmonized the education systems with industrial demands and technology advancements. The education reforms of the State of Kerala with the tools of technology and neuroscience could achieve remarkable milestones in the education sector. This case study analyses the digital initiatives of KITE and its role on providing uninterrupted-effective education during the Covid-19 pandemic in Kerala. This study is affirmed with quantitative study on how these integrated technology initiatives impact on Technology Adoption of the HSS teachers with respect to their Technology Readiness. Responses of 857 teachers from six education districts of Kerala were used for this study. This study is relevant as it could connect the pre-Covid digital initiatives which could successfully empower the teachers to face the Covid-19 pandemic situation without interrupting the education process amidst the Covid-19 restrictions in Kerala. The study identified that the technology learning initiatives with tools of educational neurosciences have partially mediated teachers’ Technology Readiness to Technology Adoption. The multiple learning initiatives integrated with the tools of technology and educational neuroscience could fully support the virtual learning throughout the State of Kerala during the Covid-19 pandemic situations.

Keywords: Technology Adoption Technology Readiness Educational neuroscience Techno-learning and memory Education change model

Abstract

Rapid technology advancements resulted a fundamental shift in the education sector which redefined the teaching-learning process and teacher engagement. Based on numerous studies on work engagement models and technology readiness, this study explores, how the teachers’ readiness to embrace educational technologies, impact on teacher engagement. With stratified cluster sampling model, data were collected from principals, managers, students and 122 faulty were participated in this quantitative study using standardized tools. Teachers were highly engaged with students-colleagues and varied across experience/age groups. Technology readiness factors positively impacted on social engagements with students-colleagues. As education technology usage is exponential, more future research is needed.