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Digital Learning Resources and Ubiquitous Technologies in Education

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Abstract

This research explores the educators’ attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst 241 educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educators’ perspective. A principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this contribution puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.

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Authors and Affiliations

  1. Resident Academic, Department of Corporate Communication, Faculty of Media and Knowledge Sciences, MAKS603, University of Malta, Msida, MSD2080, Malta

    Mark Anthony Camilleri

  2. The Business School, University of Edinburgh, Bucchleuch Place, Edinburgh, EH89JS, Scotland, UK

    Mark Anthony Camilleri

  3. Department of Psychology, University of Bath, Bath, UK

    Adriana Caterina Camilleri

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  1. Mark Anthony Camilleri
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  2. Adriana Caterina Camilleri
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Correspondence to Mark Anthony Camilleri.

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Camilleri, M.A., Camilleri, A.C. Digital Learning Resources and Ubiquitous Technologies in Education. Tech Know Learn 22, 65–82 (2017). https://doi.org/10.1007/s10758-016-9287-7

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