Dissertation
Disruptive technology and higher education social processes
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Disruptive technology and higher education social processesAccording to this research, the engineering-focused curriculum is a novel programme that employs several design thinking techniques for technology teachers. The adoption of educational innovations by teachers may be influenced by a number of factors. For instance, (Thibaut et al., 2018), discovered that teachers' perceptions positively influenced the way they taught STEM subjects. Furthermore, Eccles and his team developed the EVT model, which highlights how an individual's perception of the expectations of others will affect their beliefs, and how an individual's view of their own performance will change their perception of their own performance. However, the relationships between the belief factors that drive technology teachers' actual practises are complex. Researchers have looked at the elements that affect instructors' willingness to adopt a new curriculum, and some have even proposed a model to show how these relationships work in practise. Studies have presented models to explore and show the connections that influence the implementation of teaching strategies based on instructors' various characteristics. Ajzen, (1991) offered one such model called the Theory of Planned Behaviour (TPB), which operated under the premise that instructors' actions were in line with their stated goals. The terms behavioural intentions, subjective norms, and perceived behavioural restrictions all refer to attitudes toward conduct. According to (Ismael, 2022), knowledge and general attitudes—which include a person's values, emotions, and motivations toward a certain environment—are the sources of behavioural attitudes (Chang et al., 2018). With regard to subjective norms, normative beliefs are mostly established by societal pressure to adopt a specific viewpoint (Ajzen, 1991) Regarding perceived behavioural control, control beliefs affect a person's propensity to engage in particular behaviours based on elements such as the accessibility of resources or opportunities (K.-Y. Lin & Williams, 2016). In addition, Davis et al. (1989) modified the earlier model and introduced the technology acceptance model to assess the degree to which students welcome their classroom instructors' adoption of a novel curriculum (TAM). The TAM focuses on perceived ease of use, perceived usefulness, attitudes toward use, behavioural intention to use, and then actual use. That is, a model's acceptance among instructors may depend on factors such as its ease of use and its potential to improve instructors' effectiveness in the classroom. These two perspectives would then shape educators' attitude toward use, behavioural intention to use, and actual usage. Attitudes can involve a person's beliefs, emotional responses, and actions (Van Dessel et al., 2019). In this research, we focus on instructors' mindsets and how they feel about implementing a curriculum geared toward engineering education. For instructors to implement change and improve education, beliefs about instruction are essential mental constructions (Goodson, 1975). So, how well teachers teach a new curriculum depends on how they feel about their knowledge, skills, and resources to successfully integrate (Van Haneghan et al., 2015). How teachers feel about how well the curriculum prepares students to use STEM skills, solve problems, and understand engineering jobs is a good indicator of how well the curriculum works. Thibaut et al., (2018), provided a summary of teacher traits that relied heavily on Ajzen, (1991) idea of behavioural attitudes and gave less significance to SN and PBC. Subjective Norm (SN) and Perceived Behavioural Control (PBC) were also taken into account in the EVT. The TPB is not responsible for Thibaut and others' ideas about how context affects education. When the TPB is used to describe a learner's behaviour, it is often assumed that there is a strong link between the BI and the actual behaviour of the learner. But the findings of various investigations have refuted this assumption. As shown in Figure 1, Pynoo & van Braak, (2014)addressed this issue by combining the TPB with the technology acceptance model to build a more accurate model for predicting instructors' behaviour. As shown in Figure 1, (AL-Nuaimi et al., 2022) addressed this issue by combining the TPB with the technology acceptance model to build a more accurate model for predicting instructors' behaviour. Figure 2.8 Integrated of Technology Acceptance Model (TAM) and Theory of Plan Behaviour (TPB) Download 2.1 Mb. Share with your friends:
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