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When Teachers Support Students in Technology Mediated Learning

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Book cover Organizational Innovation and Change

Part of the book series: Lecture Notes in Information Systems and Organisation ((LNISO,volume 13))

Abstract

This paper focuses on information technology adoption and use within the education sector. We have analyzed the impact on learning effectiveness of technology mediated learning environments, namely characterized by the adoption of tablet based technologies, as a revolutionary complement to traditional teaching/learning techniques. Our research analyzes the effect of “Support Activities” on grades. “Support Activities” are defined in this paper as the set of constructs like “Teachers’ Encouragement”, “Classmates’ Encouragement” and “Technical Support Availability”. Grades are used as a measure of learning effectiveness. A sample of 370 students participated in our study, being attendants of experimental classes using tablets as ordinary working tool to access to digital resources. Our mainstream theory reference was built on the theoretical foundations of Technology Acceptance Model, by comparing the perceived effect of those constructs between grade ranges. Finally, the experimental sample was compared to classes where the same teachers used traditional learning resources. The aim of this work is to give a practical understanding of support factors influencing tablet-mediated learning effectiveness. In particular, our findings show the differences between scientific and humanistic subjects. Our research confirms that technology alone does not revolutionize teaching and learning; nonetheless, it contributes to an improved experience if support initiatives are deployed.

Authors are grateful to Impara Digitale, the non profit association that authored the experimental teaching and learning environment described in the paper.

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Notes

  1. 1.

    They are: (1) Perceived Usefulness of technology, (2) Perceived Ease of Use, (3) Attitude: Satisfaction, (4) Attitude: Preference, (5) Intention to use, (6) Perceived Advantage of technology, (7) Perceived Teachers’ encouragement, (8) Perceived Classmates’ encouragement, (10) Awareness of true technology potential, (11) Internet Access, (12) Technical Support, (13) Previous Experience with internet and computers, (14) Self Efficacy in the use of Internet.

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Authors and Affiliations

  1. Department of Management and Technology, Bocconi University, via Roentgen 1, 20136, Milan, Italy

    Leonardo Caporarello, Massimo Magni & Ferdinando Pennarola

Authors
  1. Leonardo Caporarello
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  2. Massimo Magni
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  3. Ferdinando Pennarola
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Correspondence to Ferdinando Pennarola .

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Editors and Affiliations

  1. Department of Business Administration, University of Verona, Verona, Italy

    Cecilia Rossignoli

  2. Department of Management, University of Rome "La Sapienza", Rome, Italy

    Mauro Gatti

  3. Department of Management, Accounting and Economics, University of Naples "Parthenope", Naples, Italy

    Rocco Agrifoglio

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Caporarello, L., Magni, M., Pennarola, F. (2016). When Teachers Support Students in Technology Mediated Learning. In: Rossignoli, C., Gatti, M., Agrifoglio, R. (eds) Organizational Innovation and Change. Lecture Notes in Information Systems and Organisation, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-22921-8_13

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