Beliefs emerge and are influenced by three factors, namely, value judgement, reality judgement and action judgement. The findings suggest that within a technology-rich context, extrinsic factors play a minor role whereas the intrinsic factor, namely beliefs, plays a major role in teachers’ ways of using ICTs in science teaching. The analysis of data involved coding and thematic categorisation for each case and across cases. The lesson observations and interviews were recorded and transcribed in full. A qualitative, multiple case study approach was used and data were collected using questionnaires, lesson observations and semi-structured interviews. The theoretical framework for this study merged the Hew and Brush model with the Vickers Framework which shows the relationships among various factors, including beliefs about the pedagogical use of technology, that affect the use of ICTs in teaching and learning.
This study, therefore, considered under-explored intrinsic factors that contribute to ICT usage in a technology-rich context. This study explored how teacher beliefs relate to the use of ICTs for three purposefully selected teachers of Natural Sciences in a public school well resourced for ICT. However when resources are available, ICTs are still often not effectively integrated into teaching. The most common barrier reported to prevent teachers from using computers in teaching is the lack of resources. The ubiquity of EM reinforces the importance of the focus of this study, and its results contribute to creating specific guidelines for parental education and educational policies.Īmple research exists on barriers to the use of computers as a form of information and communication technologies (ICTs) in teaching. The hierarchical regression results indicated that regardless of time spent per week on EM, engaging in ECAs was a significant predictor of perceiving a less negative impact, playing a role as a protective factor regarding the use of EM. When parents and their children presented a congruent notion of how much time youth spent on EM, parents perceived EM to have less of a negative impact on their children compared to dyads with discrepant assessments. Youths who engaged in ECAs spent significantly less time per week on EM and perceived that the use of EM devices had less of a negative impact. A total of 1413 people (729 students, aged between 11 and 17 years old, and one of their parents) participated in this study. We aimed to explore the protective role of participating in extracurricular activities (ECAs) and of parental mediation in the use of EM by young people. The use of electronic media (EM) by youths has been widely described in the literature, indicating the relevance of understanding the factors that can protect against its risks. Finally, we identify future research efforts related to designing for kids' self-tracking and collaborative tracking with parents. We discuss how our findings could inform the design of wearables that serve as more than monitoring devices, and instead support children and parents as equal stakeholders, providing implications for kids' agency, long-term development, and overall well-being.
We found that many kids' wearables are technologically sophisticated devices that focus on parents' ability to communicate with their children and keep them safe, as well as encourage physical activity and nurture good habits. We collected rich data on the functionality of these devices and assessed how different features satisfy parents' information needs, and identified opportunities for wearables to support children's needs and interests. To gain insight into the current landscape of kids' wearables, we surveyed 47 wearable devices marketed for children. However, research on kids' wearables is sparse and often focuses on their use in the context of parental surveillance. Wearable devices hold great potential for promoting children's health and well-being.
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