Challenges University Students Face When Integrating New ICT Tools into Their Learning: An Exploratory Study of a Social Annotation Tool

Autor/inn/en	Chan, Jackie W. W.; Lau, Miki; Li, Sandy C.; Pow, Jacky; Lai, Gina; Wong, Alpha
Titel	Challenges University Students Face When Integrating New ICT Tools into Their Learning: An Exploratory Study of a Social Annotation Tool
Quelle	In: Journal of the International Society for Teacher Education, 21 (2017) 1, S.7-23 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-5968
Schlagwörter	Educational Technology; Technology Uses in Education; Cooperative Learning; Student Attitudes; Technology Integration; Barriers; Data Collection; Information Dissemination; Information Management; Usability; Peer Influence; Undergraduate Students; Foreign Countries; Qualitative Research; Content Analysis; Semi Structured Interviews; Hong Kong + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Schülerverhalten; Data capture; Datensammlung; Informationsverbreitung; Procurement of information; Informationsbeschaffung; Ausland; Qualitative Forschung; Inhaltsanalyse; Hongkong
Abstract	To facilitate students' learning, teachers are keen to try out various ICT tools, recommend those they find useful to their classes, and even tailor-make tools for their classrooms with the assistance of engineers. However, students are not always eager to voluntarily apply these tools to their assignments. This paper reports on findings from a study that explored the introduction of a commercial social annotation application, Diigo, to university students enrolled in three different courses. All participating students were given a two-hour, in-class, face-to-face tutorial at the beginning of the semester. Diigo was expected to facilitate students' collaboration in collecting, sharing, analysing, and elaborating data while engaged in a group inquiry learning assignment. Seventeen students were invited to participate in individual interviews. Qualitative content analysis of transcripts was conducted to examine the challenges students faced when they decided to incorporate new technology into their studies. Findings indicate that although Diigo is helpful for data collection and sharing among students, students prefer Google Drive, an online file storage and synchronization service, for data analysis and elaboration. Interviewees pointed to the usability of the ICT tool, their motivation as students, peer influence, and the arrangement of the face-to-face tutorial as challenges associated with integrating the ICT tool. We argue that addressing these four areas of student concern is pivotal to the cultivation of a conducive atmosphere that encourages students to try out and integrate new ICT tools into their learning. (As Provided).
Anmerkungen	International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01