Level of Technology Utilization to Learner Engagement: Basis for Development of Technology Assessment Tool

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{"abstract":"The purpose of this study was to evaluate the level of technology utilization and its impact on learner engagement in the classrooms of Kinder-2nd Grade teachers for the school year 2023-2024. The study examined respondents' demographic profiles and the usage levels of various technologies in the classroom, including Educational Online Videos, Independent Online Programs, Gamified Online Programs, and Interactive Technology. Additionally, learner engagement was assessed in relation to these applied technologies. The study employed a descriptive-comparative-developmental design, integrating both quantitative and qualitative approaches. A purposive sampling method was used to select respondents, and data were collected through survey questionnaires and focus group discussions. Statistical analysis was conducted using frequency, percentage, mean, standard deviation, t-tests, and one-way Analysis of Variance, supported by PostHoc Analysis using Scheffe's method. Results revealed that educational online videos were the most frequently utilized technology, while interactive technology was the least utilized. Conversely, learners showed the highest engagement with interactive technology and the least engagement with independent online learning. The study found that age, sex, and years of teaching experience significantly impacted the level of technology utilization, whereas educational attainment did not. Additionally, the findings indicated that learners were more engaged when interactive technology was employed in the classroom, despite teachers' lower utilization levels of such technology. The study also highlighted challenges faced by teachers, including learners' proficiency in digital literacy and the need for an assessment tool to evaluate learner engagement. In conclusion, the study demonstrates that the level of technology utilization by teachers has a significant impact on learner engagement in the classroom.","abstract_source":"original","authors":["Michelle Mandar"],"date":"2024-08-25","doi":"10.5281/zenodo.13370562","id":3510,"issue":3,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"971ea36c113967db2a5bbb464660c050a38242479d54b81bb50899f571934a1d","schema":"scimatic-article/1","title":"Level of Technology Utilization to Learner Engagement: Basis for Development of Technology Assessment Tool","volume":24}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/3510.json | jq -r .canonical_record)" | sha256sum

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000000db6"},"latest"]}'

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