Educators’ Expectations on Technology Enhanced Education (TEE): Should and Could They Be Modified?

Educators’ Expectations on Technology Enhanced Education (TEE): Should and Could They Be Modified?

Carlo Giovannella (University of Rome Tor Vergata, Italy), Claudia Di Lorenzo (University of Rome Tor Vergata, Italy), Simona Scarsella (University of Rome Tor Vergata, Italy) and Corrado Amedeo Presti (University of Rome Tor Vergata, Italy)
Copyright: © 2011 |Pages: 15
DOI: 10.4018/jdldc.2011070104
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This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools’ teachers, novices for TEE, attending a Master in “e-learning: methods, techniques and applications”. The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.
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A Panoramic View On Perception And Expectations Of Italian Educators With Regard To Tee

The survey were conducted among educators who have been already involved at least few times in on-line or blended learning practices or, at least, very well informed about them. Almost all educators were sufficiently confident in using the computer, as shown in Figure 1. In fact, on average the penetration of open source software was found to be 88%, the use of web services 92%, while the use of applications specialized for TEE (including open service) stood at 79%.

Figure 1.

Use of open source (blue bars), open services (green bars) and application for TEE (yellow bars) by Italian educators


As regards more specifically the use of TEE applications: 79% experienced on-line learning environments, 51% used self-training applications (with the larger diffusion among primary and high school teachers and professionals), 31% edutainment applications (primary school teachers and professionals) and 25% simulation software (high school teachers and academics). Those that in average seem to be less involved with TEE, including online environments, are the middle school teachers.

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