Exploring Intervention of E-Textbook in Schools: Teachers' Perspectives

Autor/inn/en	Alibrahim, Amal; Alsadoon, Elham
Titel	Exploring Intervention of E-Textbook in Schools: Teachers' Perspectives
Quelle	In: South African Journal of Education, 42 (2022) 4, Artikel 2167 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alibrahim, Amal) ORCID (Alsadoon, Elham)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Intervention; Electronic Publishing; Textbooks; Teacher Attitudes; Usability; Educational Technology; Technology Uses in Education; Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Gender Differences + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Textbook; Text book; Schulbuch; Lehrbuch; Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt
Abstract	As an innovative educational tool, e-textbooks has gained wide interest -- especially with the growth of e-learning. As with any new technology, understanding how users adopt these technologies is still unclear. In the study reported on here we proposed a theoretical model shaping the determinants of teachers' attitude toward e-textbooks. Specifically, we identified three contextualised factors (ease of use, usefulness, and concerns) as the factors of adopting e-textbooks. In addition, we examined teachers' use of e-textbooks. A mixed-methods research design was used in which quantitative and qualitative data were collected and analysed. The results show that teachers held positive attitudes toward using e-textbooks in their teaching and used them as instructional aids. The results might inform education decision-makers who are planning to integrate e-textbooks into their schools in line with digital transformation and the knowledge society. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01