International Journal of Research Studies in Educational Technology
CollabWritive Special Issue
Volume 8, Issue Number 1
Available Online: 5 July 2024
Author/s:
Xie, Zhou Yan
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This study adopts a descriptive research method combining qualitative and quantitative analysis, in the qualitative analysis stage we will interview the participants in order to find out their perceptions and experiences about teachers’ experiences and the application of interactive educational technology. In the quantitative analysis stage we will collect a large amount of participation data from the participants through questionnaires and statistically analyze it using SPSS 17.0 to determine the relationship between teachers’ experiences and Utilization of Interactive Educational Technology. The participants of this study are teachers in Chinese universities, 285 teachers will be selected from three universities and 285 questionnaires will be distributed to help this study to explore the relationship between teachers’ experience and the utilization of interactive educational technology. The purpose of this study was to analyze the relationship between teachers’ experiences and Utilization of Interactive Educational Technology in Chinese universities. Specifically， this study will Descriptions will be given of the sex, age, education and years of service of the respondents; Determine teacher experience in terms of instructional guidance and competition, lesson planning and teaching practice, and work attitudes and satisfaction; Assess utilization of interactive educational technology in terms Teaching Guidance and Competitions, Lesson Planning and Teaching Practice, Work Ethic and Satisfaction; Test the differences in responses when grouped according to individual circumstances; Test the relationship between teachers’ experience and the use of interactive educational technologies; Produce new insights into the use of interactive educational technologies in teaching and learning. Most of the respondents were Female, aged between 36-40 years, Educational Attainment was PhD, Length of service was 6-9 years. Most of the respondents considered teaching mentoring and competitions as well as professional ethics and satisfaction important in the teacher experience. Most respondents identified continuous improvement and after-school engagement as well as instructional strategies and classroom interaction as most important in the utilization of interactive educational technology. Comparison of responses regarding teacher experience after grouping according to circumstances. After grouping according to circumstances, it was found that the differences were not significant. Teacher experience is closely related to the utilization of interactive educational technology. Produce new insights into the use of interactive educational technologies in teaching and learning.
Keywords: self-efficacy, effectiveness, University of China
DOI: https://doi.org/10.5861/ijrset.2024.8005
Cite this article:
Xie, Z. Y. (2024). Teacher experiences and utilization of interactive educational technology in Chinese university. International Journal of Research Studies in Educational Technology, 8(1), 55-64. https://doi.org/10.5861/ijrset.2024.8005