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Teachers’ Attitudes toward the Use of Online Homework Assignments in Elementary Schools in the United States of America |
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PP: 261-278 |
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Author(s) |
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Hind Aljuhani,
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Abstract |
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| The purpose of this study is to investigate teachers’ attitudes toward the use of online assignments and the factors affecting them in an American K-12 school. Significance of online homework assignments as an integral part of education affected by the rapid spread of technology is highlighted in the literature. The theory employs the Technology Acceptance Model (TAM) as a theoretical framework for the study in order to investigate three external factors affecting teachers’ use of technology with a focus on the online assignments. The factors investigated are social, institutional, and technological factors. Qualitative data is collected by semi-structured interviews with five teachers in an elementary school in Southern California. Findings from the empirical study show that American teachers tend to develop positive attitudes toward using online assignments. The findings also reveal that leadership represented in schools and school districts play the most influential role in teachers’ use of technology. This is so as it provides schools with basic supplies and facilities, e.g. technology hardware and software. A school district also sets the rules of using such technologies. Parents, students, and coworkers also prove to be supportive to teachers’ in order to use technology. The platforms used offer variety of benefits such as assignment submission, ease of feedback communication, and automatic grading techniques or assistance. This study is expected to contribute to the Saudi Ministry of Education in it works along the Saudi 2030 Vision and its goals |
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