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"Technology attitudes"
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Against technoableism : rethinking who needs improvement
A manifesto exploding what we think we know about disability, and arguing that disabled people are the real experts when it comes to technology and disability.
BOOK
Bringing technology to the mature classroom: age differences in use and attitudes
Mature students are anecdotally thought to be more anxious about technology than younger students, to the extent that they avoid using technology. This is a problem in today’s higher education classrooms which often use a range of learning technologies, particularly as cohorts are becoming more and more likely to contain mature students. Previous work examining the attitudes of mature students to technology no longer reflects contemporary student age profiles or the current technological landscape. This study asks whether modern mature students in a UK university have more negative attitudes towards technology than younger students, and whether their usage of technology is different. A new diagnostic instrument, the Technology Attitudes Questionnaire, was developed to determine how students use technology for course activities and personal use, and their attitudes towards technology more generally. It was found that mature students use fewer technologies than younger students and use them less frequently, but have used them for a longer period over their lives. No difference was found for attitudes towards technology between the mature and younger groups. This research aims to contribute to the wider field of technology attitudes and use, particularly for the modern mature student cohort. These findings can be used to inform how educators design learning resources and use technology on their courses, working towards an age-inclusive programme.
Journal Article
Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology
Despite a consensus that technologies facilitate English as a Foreign Language (EFL) teaching, Chinese EFL teachers are not using technologies at the optimal level of expectation. To address the problem of ineffective technology use, this study purports to delineate the interactions among three teacher internal variables (i.e., Technological Pedagogical Content Knowledge (TPACK), affective and evaluative attitudes towards technology) and two technology usage variables (i.e., technology use for face-to-face and online instruction). Data were collected from 261 EFL teachers at 17 universities in China via a self-reported questionnaire and analyzed using structural equation modeling. Results revealed that teachers' TPACK, which related to their evaluative attitudes, positively influenced their actual technology use for both face-to-face and entire online instruction. Their evaluative attitudes also positively affected technology use for face-to-face instruction. In contrast, affective attitudes influenced neither type of technology use. The main theoretical values of this study were conceptualizing technology usage as a dichotomous variable to better fit the blended learning context and introducing a new dyadic perspective on attitudes towards technology. It also provided practical implications for computer-assist language learning policymakers and EFL faculty professional development in China.
Journal Article
Refreshment students’ perceived usefulness and attitudes towards using technology: a moderated mediation model
This study aims to understand the attitudes of Refreshment students who are active learners towards the use of technology. A model was developed by utilising four important factors impacting technology usage attitudes, namely perceived usefulness (PU), perceived ease of use (PEOU), gerontechnology self-efficacy (GTSE) and attitude towards using technology (ATUT). Quantitative research was used to test the study model. A survey was administered to 318 participants selected through convenience sampling to collect data, which were analysed using AMOS 21.0 and SPSS 26.0 software programmes. The results confirmed that PU influences the attitudes of Refreshment students towards technology usage and PEOU mediates the effect of usefulness on their attitude perception. Moreover, GTSE was found to have a moderate mediating role in the effect of PU on Refreshment students’ attitude through PEOU. The results of this study hold significant implications for the design and implementation of gerontechnology. Theoretically, the findings align with the Technology Acceptance Model (TAM), suggesting that older adults are more inclined to adopt technology if they perceive it as useful and user-friendly. In practical terms, the study indicates that interventions aimed at enhancing the utility, ease of use, and accessibility of gerontechnology for older adults are likely to be effective in increasing their technology adoption. Overall, these findings underscore the importance of making gerontechnology more accessible and user-friendly, potentially enhancing older adults’ technology adoption and thereby improving their overall quality of life.
Journal Article
Being a teacher in the 21st century : a critical New Zealand research study
This book provides scholars, teacher educators, as well as reflective school leaders and teachers with valuable insights into what it is to be a teacher in the 21st century. It does so by presenting original research based on a study of several New Zealand schools between 2013 and 2015, and in particular, a focussed study of four of those schools in 2015. The book draws on the findings to take stock of some of the central manifestations of 21st-century learning, especially digital pedagogies and the collaborative practices associated with teaching and learning in modern learning environments. It reflects on the mental shifts and sometimes-painful transitions teachers and leaders are making and experiencing as they enter uncharted waters, moving from traditional classroom practices to ones that emphasise collaboration, teamwork and the radical de-centring of their personal roles. It outlines a blueprint for understanding how to navigate these changes, and describes and explains the nature of pedagogical shifts apparent in digital classrooms and modern learning environments.
Book
Reluctant Republic: A Positive Right for Older People to Refuse AI-Based Technology
Societies in the global North face a future of accelerated ageing. In this context, advanced technology, especially that involving artificial intelligence (AI), is often presented as a natural counterweight to stagnation and decay. While it is a reasonable expectation that AI will play important roles in such societies, the manner in which it affects the lives of older people needs to be discussed. Here I argue that older people should be able to exercise, if they so choose, a right to refuse AI-based technologies, and that this right cannot be purely negative. There is a public duty to provide minimal conditions to exercise such a right, even if majorities in the relevant societies disagree with skeptical attitudes towards technology. It is crucial to recognize that there is nothing inherently irrational or particularly selfish in refusing to embrace technologies that are commonly considered disruptive and opaque, especially when the refusers have much to lose. Some older individuals may understandably decide that they indeed stand to lose a whole world of familiar facts and experiences, competencies built in decades of effort, and autonomy in relation to technology. The current default of investigating older people’s resistance to technology as driven by fear or exaggerated emotion in general, and therefore as something to be managed and extinguished, is untenable.
Journal Article
Golden rice : the imperiled birth of a GMO superfood
\"Ordinary white rice is nutrient poor, it consists of carbohydrates and little else. About one million people who subsist on rice become blind or die each year from vitamin A deficiency. Golden rice, which was developed in the hopes of combating that problem by a team of European scientists in the late '90s, was genetically modified to provide an essential nutrient that white rice lacks: beta carotene, which is converted into vitamin A in the body. But twenty years later, this potentially sight- and lifesaving miracle food still has not reached the populations most in need, and tens of millions of people in India, China, Bangladesh, and throughout South and Southeast Asia have gone blind or have died waiting. Supporters claim that the twenty-year delay in Golden Rice's introduction is an unconscionable crime against humanity. Critics have countered that the rice is a \"hoax\", that it is \"food's gold\" and \"propaganda for the genetic engineering industry\". Here, science writer Ed Regis argues that Golden Rice is the world's most controversial, maligned, and misunderstood GMO. Regis tells the story of how the development, growth, and distribution of Golden Rice was delayed and repeatedly derailed by a complex but outdated set of operational guidelines and regulations imposed by governments, and sabotaged by anti-GMO activists in the very nations where the rice is most needed. Regis separates hyperbole from facts, overturning the myths, distortions, and urban legends about this uniquely promising superfood. Anyone interested in GMOs, social justice, or world hunger will find \"Golden rice\" a compelling, sad, and maddening true-life science tale.\" -- Provided by publisher
Book
Student nurses' attitudes, perceived utilization, and intention to adopt artificial intelligence (AI) technology in nursing practice: A cross-sectional study
AimThe aim of this study was to investigate the attitudes and intentions of student nurses towards Artificial Intelligence (AI) in the context of nursing practice and to explore the relationship between their attitudes towards AI, their perceptions of AI utilization in nursing practice, and their intentions to adopt AI technology. The study hypothesized that perceived utilization of AI in nursing practice would positively influence the intention to use AI and that attitudes towards AI would mediate this relationship.BackgroundAI has the potential to revolutionize various aspects of healthcare, including nursing practice. As AI technology continues to advance, it becomes increasingly important for nurse education to prepare student nurses to leverage AI technology and be willing to adopt it in their nursing practice.DesignCross-sectional design.MethodsA total of 200 student nurses from two government-owned nursing schools participated in the study. Mediation testing was performed using Hayes' PROCESS macro in SPSS (Model 4).ResultsPerceived AI utilization in nursing practice had a significant positive effect on student nurses' attitudes towards AI (β = 0.450, p < 0.001) and their intention to adopt AI technology (β = 0.458, p < 0.001). Attitudes towards AI partially mediated the relationship between perceived AI utilization in nursing practice and the intention to adopt AI technology (β = 0.255).ConclusionThe findings suggest that student nurses had favorable perceptions of AI utilization in nursing practice, expressed high intentions to adopt AI technology, and held positive attitudes towards AI. Furthermore, student nurses' perceptions of AI utilization in nursing practice influenced their attitudes towards AI, which, in turn, affected their intentions to adopt AI technology. Nursing education programs should incorporate AI-focused coursework, training, and experiential learning to further enhance students' readiness and proficiency in utilizing AI technology. Additionally, healthcare institutions should consider creating a supportive environment for nursing students to explore and embrace AI, ultimately preparing them for the evolving landscape of AI-enhanced healthcare practice.Tweetable abstractStudent nurses' attitudes towards AI technology were influenced by their perceptions of AI utilization in nursing practice, which subsequently influenced their intentions to adopt AI technology.
Journal Article