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class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://nie-sg.academia.edu/">National Institute of Education</a>, <a class="u-tcGrayDarker" href="https://nie-sg.academia.edu/Departments/Professional_Development/Documents">Professional Development</a>, <span class="u-tcGrayDarker">Senior Curriculum Development Analyst</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Aishath" data-follow-user-id="114816248" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" 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id="Pill-react-component-6015d663-da37-4834-8ff7-d0c32e57cc07"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>4</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Talks" data-toggle="tab" href="#talks" role="tab" title="Talks"><span>1</span> <span class="ds2-5-body-sm-bold">Talks</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Thesis-Chapters" data-toggle="tab" href="#thesischapters" role="tab" title="Thesis Chapters"><span>1</span> <span class="ds2-5-body-sm-bold">Thesis Chapters</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Aishath Shibana</h3></div><div class="js-work-strip profile--work_container" data-work-id="118032587"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118032587/Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching"><img alt="Research paper thumbnail of Pre-service Teachers Readiness to Integrate ICT in their Teaching" class="work-thumbnail" src="https://attachments.academia-assets.com/113752754/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118032587/Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching">Pre-service Teachers Readiness to Integrate ICT in their Teaching</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://nie-sg.academia.edu/aishathshibana">Aishath Shibana</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/HussainMajid4">Hussain Majid</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Information Communication Technology (ICT) has shown significant improvement on student's motivat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Information Communication Technology (ICT) has shown significant improvement on student's motivation in learning. As a result, the education policy of Maldives puts a high emphasis on integrating ICT in education from K-12. This made it compulsory to include an ICT in Education module in every Teacher Training course in the country. Hence it is important to find out if the preservice teachers are ready to integrate technology in classroom. Therefore, the aim of this study is to identify the relationship between Pre-service teachers' Technological Pedagogical Content Knowledge (TPACK), and their attitude towards using ICT. Technology Acceptance model (TAM) was used as a conceptual framework to check the attitude of the teachers and TPACK model was used as an external variable. Data were collected from 135 pre-service teachers from Bachelor of Education programs who were studying in their final year in 4 educational institutes in Maldives. The result suggests that TPACK and teachers' attitude towards using ICT are positively correlated. It also showed that the Pre-service teachers have varying Technological Knowledge (TK) which directly affect their integration of ICT into teaching. This study discussed the role of teacher training institutions on how to improve teacher's TK and TPACK. These findings can be a good stepping stone to better prepare pre-service teachers for technology integration in education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="616b9f9fe6078650f9af36e71cc2a461" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113752754,"asset_id":118032587,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113752754/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118032587"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118032587"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118032587; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118032587]").text(description); $(".js-view-count[data-work-id=118032587]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118032587; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118032587']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 118032587, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "616b9f9fe6078650f9af36e71cc2a461" } } $('.js-work-strip[data-work-id=118032587]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118032587,"title":"Pre-service Teachers Readiness to Integrate ICT in their Teaching","translated_title":"","metadata":{"abstract":"Information Communication Technology (ICT) has shown significant improvement on student's motivation in learning. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118031489"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118031489/A_model_for_In_service_Education_and_Training_A_Continuous_Professional_Development_Approach_Theme_Curriculum_Planning_and_Implementation"><img alt="Research paper thumbnail of A model for In-service Education and Training: A Continuous Professional Development Approach Theme: Curriculum Planning & Implementation" class="work-thumbnail" src="https://attachments.academia-assets.com/113752043/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118031489/A_model_for_In_service_Education_and_Training_A_Continuous_Professional_Development_Approach_Theme_Curriculum_Planning_and_Implementation">A model for In-service Education and Training: A Continuous Professional Development Approach Theme: Curriculum Planning & Implementation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In-service teacher training is considered as the cornerstone of systemic reform efforts, designed...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In-service teacher training is considered as the cornerstone of systemic reform efforts, designed to increase teacher's capacity. However, there is always dissatisfaction of the outcome of these trainings. The follow up classroom observations does not show a change of teaching or the ideas taught in the sessions being implemented except in few teachers (MOE 2014). Therefore, this paper presents a model for In-service Education and Training (INSET). The model is designed based on Lieberman (1990) Model of Continuing Professional Development (CPD) and aims to enhance the productivity of teachers and their classroom practices. It is a combination of three component (1) in-service training (2) School based professional support, and (3) classroom practice. Six constructs were picked up from the litrature to consititue definition of constructs in terms of indicators. It is proposed that there will be direct and indirect effects between these constructs which will show the mutual relationship between in-service educations, school based professional support for teachers and changes in teachers practice. The paper also discusses a proposed project which will be operationalized to assess the validity of the model by exploring the teacher's perception of the effectiveness of the three proposed components. The descriptive nature of the proposed model would provide key insights of the relationship between various components of in-service and SBPD by proving or disproving the various propositions put forward. The Structural Equation Modeling which would test the hypothesized model will measure the standardized direct effects, significant effects and indirect effects related to the variables based on teachers' perception. This study can help National Institute of Education (NIE) to develop better in-service training programs for teachers, in-order to further consolidated and strengthen newly introduced approaches or concepts into teaching and learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2b70d143b18458bf7efffcc6b6f66c18" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113752043,"asset_id":118031489,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113752043/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118031489"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118031489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118031489; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118031489]").text(description); $(".js-view-count[data-work-id=118031489]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118031489; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118031489']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 118031489, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2b70d143b18458bf7efffcc6b6f66c18" } } $('.js-work-strip[data-work-id=118031489]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118031489,"title":"A model for In-service Education and Training: A Continuous Professional Development Approach Theme: Curriculum Planning \u0026 Implementation","translated_title":"","metadata":{"abstract":"In-service teacher training is considered as the cornerstone of systemic reform efforts, designed to increase teacher's capacity. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="39956384"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39956384/Inquiry_Based_Learning_Approach_for_a_more_learner_Centered_Instruction_CONTENT_Inquiry_Based_Learning_Approach_for_a_more_learner_Centered_Instruction"><img alt="Research paper thumbnail of Inquiry-Based Learning Approach for a more learner Centered Instruction CONTENT Inquiry-Based Learning Approach for a more learner Centered Instruction" class="work-thumbnail" src="https://attachments.academia-assets.com/60144583/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39956384/Inquiry_Based_Learning_Approach_for_a_more_learner_Centered_Instruction_CONTENT_Inquiry_Based_Learning_Approach_for_a_more_learner_Centered_Instruction">Inquiry-Based Learning Approach for a more learner Centered Instruction CONTENT Inquiry-Based Learning Approach for a more learner Centered Instruction</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Researches showed that learning is stimulated when learners are engaged in tasks. Since a long ti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Researches showed that learning is stimulated when learners are engaged in tasks. Since a long time back philosophers such as John Dewey (1859-1952) argue that knowledge is found in the manipulation of ideas rather than the transmission of facts (Spronken-Smith, Walker , O’Steen, Batchelor, Matthews, & Angelo, 2008).  One such approach which is Inquiry –based Learning. According to Thirteen ed online,( 2004) inquiry approaches implies students involvement and leads to further understanding of the knowledge. It also enables students to possess skills and attitudes which permit them to seek information and construct knowledge.  Inquiry-based learning is a pedagogy which best enables students to experience the process of knowledge creation through a student centered approach, with more self-directed learning, and an active approach to learning (Spronken-Smith, 2008). Inquiry-based learning is has become an effective strategy which develops higher order thinking skills and increase students involvement and ownership of the curriculum.  Hence it is being implemented across all levels starting from primary to higher studies. Evidences show that IBL does not only enhance student motivation, but provides a means to actively involve students in the learning process. As a result, learning is moving away from teacher-centered instruction to a more student-centered approach. It gives students more opportunity to reflect on their own learning, gain a deeper understanding of the concepts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e2344e5b2da3a9193e079e872bd23836" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60144583,"asset_id":39956384,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60144583/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39956384"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39956384"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39956384; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39956384]").text(description); $(".js-view-count[data-work-id=39956384]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39956384; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39956384']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39956384, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e2344e5b2da3a9193e079e872bd23836" } } $('.js-work-strip[data-work-id=39956384]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39956384,"title":"Inquiry-Based Learning Approach for a more learner Centered Instruction CONTENT Inquiry-Based Learning Approach for a more learner Centered Instruction","translated_title":"","metadata":{"abstract":"Researches showed that learning is stimulated when learners are engaged in tasks. 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The Hi-tech has revolutionized our lifestyle. As a result, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Today we take technology for granted. The Hi-tech has revolutionized our lifestyle. As a result, there have been tremendous changes in the way we live. The later generations are considered as digitally wiser than the older generations. The computer technology has developed a way to exert maximum control on how people move, act and think. Consequently, there seems to be a war between the digital migrants and digital immigrants. Meanwhile, school authorities are to be affected most as they have a higher possibility of encountering more challenges. They struggle to minimize the digital divide by introducing all Hi-tech technology to the schools. At this point, the question is, is it worthwhile? What impacts does it have? The educational effectiveness of Information Communication Technologies (ICTs) depends on how they are used and for what purpose it is used. Researchers have found that ICTs do not work for everyone, everywhere in the same way (Books, 2010). However in our schools there is a cut throat competition going on, in introducing the new technology. It all began with an audio visual room. Then the computer labs came. Finally with the introduction of smart boards and i-boards the investments have doubled. The mini projectors and the laptops have become unavoidable assets in a school. Fundraising or sponsoring will be conducted in-order to buy these technologies. The more technologically rich the school is, the more privileged it is. This rapid advancement and technological investments in Maldivian schools are unimaginable. Introducing ICT in schools is important. The developments in ICT have changed the world dramatically. Societies that use ICT have become knowledge societies. It allows them to create, share and use electronically communicated knowledge (Schmid, 2010). In schools ICT allows to exchange information faster, easier and cheaper. Today's students do not need to spend</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f8fcc16b8296ea7ab2fefda9f379b70" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60144689,"asset_id":39956476,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60144689/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39956476"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39956476"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39956476; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39956476]").text(description); $(".js-view-count[data-work-id=39956476]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39956476; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39956476']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39956476, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8f8fcc16b8296ea7ab2fefda9f379b70" } } $('.js-work-strip[data-work-id=39956476]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39956476,"title":"The Hi-Tech Technology -Threatening or Reassuring for Teachers","translated_title":"","metadata":{"abstract":"Today we take technology for granted. 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It allows them to create, share and use electronically communicated knowledge (Schmid, 2010). In schools ICT allows to exchange information faster, easier and cheaper. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Thesis Chapters" id="Thesis Chapters"><h3 class="profile--tab_heading_container">Thesis Chapters by Aishath Shibana</h3></div><div class="js-work-strip profile--work_container" data-work-id="39957217"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39957217/THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTATION_OF_OPEN_EDUCATIONAL_RESOURCES_IN_MALDIVES"><img alt="Research paper thumbnail of THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES" class="work-thumbnail" src="https://attachments.academia-assets.com/60145481/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39957217/THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTATION_OF_OPEN_EDUCATIONAL_RESOURCES_IN_MALDIVES">THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES AISHATH SH...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES <br />AISHATH SHIBANA <br />April 2013 <br />ABSTRACT <br /> <br />The main aim of integrating technology in education should be to provide a cost effective access to high quality education experiences to the learners. In Maldives, the schools are investing a lot of money on technology. However, it has less impact on teaching and learning as it takes lot of time for the teachers to develop learning materials. Therefore it is important to identify ways of using existing Open Educational Resources (OER) by adapting, them rather than producing it from scratch.  <br />Therefore, the objectives were to identify the successful factors for the adaptation of OER in Maldives, by analyzing teacher’s perception of usefulness, ease of use and attitude towards OER that shows their behavioural intention to adapt OER in Maldives. <br />A cross- sectional study design was employed in this study. The population comprises of five schools which has reached at least basic level from an analysis done on technology penetration.  A web-based survey was used to collect data. Two key factors, perceived usefulness and perceived ease of use were taken as factors which have direct influence in adaptation of OER in Maldives.  At the same time two factors, attitude towards use of OER and behavioural intention to use OER are taken as two factors which have direct impact on perceived usefulness and perceived ease of use to adapt OER in Maldives. All the relationships tested were significant and positive with substantial to very strong relationship between all the four factors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="36d78c0703f94315576bff96b8ed9037" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60145481,"asset_id":39957217,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60145481/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39957217"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39957217"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39957217; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39957217]").text(description); $(".js-view-count[data-work-id=39957217]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39957217; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39957217']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39957217, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "36d78c0703f94315576bff96b8ed9037" } } $('.js-work-strip[data-work-id=39957217]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39957217,"title":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES","translated_title":"","metadata":{"abstract":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES \nAISHATH SHIBANA \nApril 2013 \nABSTRACT \n \nThe main aim of integrating technology in education should be to provide a cost effective access to high quality education experiences to the learners. In Maldives, the schools are investing a lot of money on technology. However, it has less impact on teaching and learning as it takes lot of time for the teachers to develop learning materials. Therefore it is important to identify ways of using existing Open Educational Resources (OER) by adapting, them rather than producing it from scratch. \nTherefore, the objectives were to identify the successful factors for the adaptation of OER in Maldives, by analyzing teacher’s perception of usefulness, ease of use and attitude towards OER that shows their behavioural intention to adapt OER in Maldives. \nA cross- sectional study design was employed in this study. The population comprises of five schools which has reached at least basic level from an analysis done on technology penetration. A web-based survey was used to collect data. Two key factors, perceived usefulness and perceived ease of use were taken as factors which have direct influence in adaptation of OER in Maldives. At the same time two factors, attitude towards use of OER and behavioural intention to use OER are taken as two factors which have direct impact on perceived usefulness and perceived ease of use to adapt OER in Maldives. All the relationships tested were significant and positive with substantial to very strong relationship between all the four factors. \n"},"translated_abstract":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES \nAISHATH SHIBANA \nApril 2013 \nABSTRACT \n \nThe main aim of integrating technology in education should be to provide a cost effective access to high quality education experiences to the learners. In Maldives, the schools are investing a lot of money on technology. However, it has less impact on teaching and learning as it takes lot of time for the teachers to develop learning materials. Therefore it is important to identify ways of using existing Open Educational Resources (OER) by adapting, them rather than producing it from scratch. \nTherefore, the objectives were to identify the successful factors for the adaptation of OER in Maldives, by analyzing teacher’s perception of usefulness, ease of use and attitude towards OER that shows their behavioural intention to adapt OER in Maldives. \nA cross- sectional study design was employed in this study. The population comprises of five schools which has reached at least basic level from an analysis done on technology penetration. A web-based survey was used to collect data. Two key factors, perceived usefulness and perceived ease of use were taken as factors which have direct influence in adaptation of OER in Maldives. At the same time two factors, attitude towards use of OER and behavioural intention to use OER are taken as two factors which have direct impact on perceived usefulness and perceived ease of use to adapt OER in Maldives. All the relationships tested were significant and positive with substantial to very strong relationship between all the four factors. \n","internal_url":"https://www.academia.edu/39957217/THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTATION_OF_OPEN_EDUCATIONAL_RESOURCES_IN_MALDIVES","translated_internal_url":"","created_at":"2019-07-29T00:18:07.423-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":114816248,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":32859112,"work_id":39957217,"tagging_user_id":114816248,"tagged_user_id":95820601,"co_author_invite_id":null,"email":"s***z@hotmail.com","display_order":1,"name":"Aishath Shibana","title":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES"}],"downloadable_attachments":[{"id":60145481,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60145481/thumbnails/1.jpg","file_name":"Shibana_project_final20190729-84724-1fbj44q.pdf","download_url":"https://www.academia.edu/attachments/60145481/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTAT.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60145481/Shibana_project_final20190729-84724-1fbj44q-libre.pdf?1564385920=\u0026response-content-disposition=attachment%3B+filename%3DTHE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTAT.pdf\u0026Expires=1732506015\u0026Signature=DVGRvOwkc~n0pRqlj6TBde2uOUqXAwei6YB1CGXmbeGOVsUeoNw5aTyWBFMKtIlaIs8mUsmNShiXH55~8I3oKPJHWZpsOdsqApkpnG1cGToHDiyFyedU4nGTRLtRXfLeuNSkNYG4Gz1j8f4Z4gz6N531kuGSik0zVIvgb7R1K5Z4O2TkmG6hNC43cMgkC3d86iwtO7p-~t4-rlVfSWLnqgLFicaDb~wyYXod6KrAp1ABA2PffrpCH6XrHYH~KnB7dsMG4PbbFg9Oqk9QEi7ICo5CpU~DMNrGi6WDcWiEXrpFuPA-30YEhImOuxOCIQqwirF2QemNMWYR-mSmo5vBlA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTATION_OF_OPEN_EDUCATIONAL_RESOURCES_IN_MALDIVES","translated_slug":"","page_count":90,"language":"en","content_type":"Work","owner":{"id":114816248,"first_name":"Aishath","middle_initials":null,"last_name":"Shibana","page_name":"aishathshibana","domain_name":"nie-sg","created_at":"2019-05-25T22:25:24.522-07:00","display_name":"Aishath Shibana","url":"https://nie-sg.academia.edu/aishathshibana"},"attachments":[{"id":60145481,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60145481/thumbnails/1.jpg","file_name":"Shibana_project_final20190729-84724-1fbj44q.pdf","download_url":"https://www.academia.edu/attachments/60145481/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTAT.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60145481/Shibana_project_final20190729-84724-1fbj44q-libre.pdf?1564385920=\u0026response-content-disposition=attachment%3B+filename%3DTHE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTAT.pdf\u0026Expires=1732506015\u0026Signature=DVGRvOwkc~n0pRqlj6TBde2uOUqXAwei6YB1CGXmbeGOVsUeoNw5aTyWBFMKtIlaIs8mUsmNShiXH55~8I3oKPJHWZpsOdsqApkpnG1cGToHDiyFyedU4nGTRLtRXfLeuNSkNYG4Gz1j8f4Z4gz6N531kuGSik0zVIvgb7R1K5Z4O2TkmG6hNC43cMgkC3d86iwtO7p-~t4-rlVfSWLnqgLFicaDb~wyYXod6KrAp1ABA2PffrpCH6XrHYH~KnB7dsMG4PbbFg9Oqk9QEi7ICo5CpU~DMNrGi6WDcWiEXrpFuPA-30YEhImOuxOCIQqwirF2QemNMWYR-mSmo5vBlA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="9521761" id="papers"><div class="js-work-strip profile--work_container" data-work-id="118032587"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118032587/Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching"><img alt="Research paper thumbnail of Pre-service Teachers Readiness to Integrate ICT in their Teaching" class="work-thumbnail" src="https://attachments.academia-assets.com/113752754/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118032587/Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching">Pre-service Teachers Readiness to Integrate ICT in their Teaching</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://nie-sg.academia.edu/aishathshibana">Aishath Shibana</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/HussainMajid4">Hussain Majid</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Information Communication Technology (ICT) has shown significant improvement on student's motivat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Information Communication Technology (ICT) has shown significant improvement on student's motivation in learning. As a result, the education policy of Maldives puts a high emphasis on integrating ICT in education from K-12. This made it compulsory to include an ICT in Education module in every Teacher Training course in the country. Hence it is important to find out if the preservice teachers are ready to integrate technology in classroom. Therefore, the aim of this study is to identify the relationship between Pre-service teachers' Technological Pedagogical Content Knowledge (TPACK), and their attitude towards using ICT. Technology Acceptance model (TAM) was used as a conceptual framework to check the attitude of the teachers and TPACK model was used as an external variable. Data were collected from 135 pre-service teachers from Bachelor of Education programs who were studying in their final year in 4 educational institutes in Maldives. The result suggests that TPACK and teachers' attitude towards using ICT are positively correlated. It also showed that the Pre-service teachers have varying Technological Knowledge (TK) which directly affect their integration of ICT into teaching. This study discussed the role of teacher training institutions on how to improve teacher's TK and TPACK. These findings can be a good stepping stone to better prepare pre-service teachers for technology integration in education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="616b9f9fe6078650f9af36e71cc2a461" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113752754,"asset_id":118032587,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113752754/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118032587"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118032587"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118032587; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118032587]").text(description); $(".js-view-count[data-work-id=118032587]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118032587; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118032587']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 118032587, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "616b9f9fe6078650f9af36e71cc2a461" } } $('.js-work-strip[data-work-id=118032587]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118032587,"title":"Pre-service Teachers Readiness to Integrate ICT in their Teaching","translated_title":"","metadata":{"abstract":"Information Communication Technology (ICT) has shown significant improvement on student's motivation in learning. As a result, the education policy of Maldives puts a high emphasis on integrating ICT in education from K-12. This made it compulsory to include an ICT in Education module in every Teacher Training course in the country. Hence it is important to find out if the preservice teachers are ready to integrate technology in classroom. Therefore, the aim of this study is to identify the relationship between Pre-service teachers' Technological Pedagogical Content Knowledge (TPACK), and their attitude towards using ICT. Technology Acceptance model (TAM) was used as a conceptual framework to check the attitude of the teachers and TPACK model was used as an external variable. Data were collected from 135 pre-service teachers from Bachelor of Education programs who were studying in their final year in 4 educational institutes in Maldives. The result suggests that TPACK and teachers' attitude towards using ICT are positively correlated. It also showed that the Pre-service teachers have varying Technological Knowledge (TK) which directly affect their integration of ICT into teaching. This study discussed the role of teacher training institutions on how to improve teacher's TK and TPACK. These findings can be a good stepping stone to better prepare pre-service teachers for technology integration in education.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"Information Communication Technology (ICT) has shown significant improvement on student's motivation in learning. As a result, the education policy of Maldives puts a high emphasis on integrating ICT in education from K-12. This made it compulsory to include an ICT in Education module in every Teacher Training course in the country. Hence it is important to find out if the preservice teachers are ready to integrate technology in classroom. Therefore, the aim of this study is to identify the relationship between Pre-service teachers' Technological Pedagogical Content Knowledge (TPACK), and their attitude towards using ICT. Technology Acceptance model (TAM) was used as a conceptual framework to check the attitude of the teachers and TPACK model was used as an external variable. Data were collected from 135 pre-service teachers from Bachelor of Education programs who were studying in their final year in 4 educational institutes in Maldives. The result suggests that TPACK and teachers' attitude towards using ICT are positively correlated. It also showed that the Pre-service teachers have varying Technological Knowledge (TK) which directly affect their integration of ICT into teaching. This study discussed the role of teacher training institutions on how to improve teacher's TK and TPACK. These findings can be a good stepping stone to better prepare pre-service teachers for technology integration in education.","internal_url":"https://www.academia.edu/118032587/Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching","translated_internal_url":"","created_at":"2024-04-24T23:37:51.849-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":114816248,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":41558568,"work_id":118032587,"tagging_user_id":114816248,"tagged_user_id":312253058,"co_author_invite_id":8129793,"email":"h***d@nie.edu.mv","display_order":1,"name":"Hussain Majid","title":"Pre-service Teachers Readiness to Integrate ICT in their Teaching"}],"downloadable_attachments":[{"id":113752754,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/113752754/thumbnails/1.jpg","file_name":"Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching.pdf","download_url":"https://www.academia.edu/attachments/113752754/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Pre_service_Teachers_Readiness_to_Integr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/113752754/Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching-libre.pdf?1714027218=\u0026response-content-disposition=attachment%3B+filename%3DPre_service_Teachers_Readiness_to_Integr.pdf\u0026Expires=1732506015\u0026Signature=L1lAAyCBh25NSGnkbaiJ8QKEHObjRA-iPAqXpiBIgDEAgtLUMLO4iOYJpxm5c2M2Uw3cSyXKQ4hlrnX74C24T190qIVA7anvXV0u4Qe6cUY9E6T44REuUSPJjkUS-5AY-maxXhKnGNuVEmHsGaA7ghRcNvQojVgoJ9bGK2t4D5-CtVVM90LLB4N2fL~FVNE~EyPfvxILEo8DYj9rhP6wA7VARSSoTSIXWJ0tBtgrCLnswDwZ9C-cx2YuXIJdEYCpetLzaVEJdyq1tDxHRhbMD1lAw0yVrTjtn2SWWHXS20Vm8qwV8EUHJQRWPhKzdylCEFhtn6B-9d8rI3c65JYBxA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching","translated_slug":"","page_count":14,"language":"en","content_type":"Work","owner":{"id":114816248,"first_name":"Aishath","middle_initials":null,"last_name":"Shibana","page_name":"aishathshibana","domain_name":"nie-sg","created_at":"2019-05-25T22:25:24.522-07:00","display_name":"Aishath Shibana","url":"https://nie-sg.academia.edu/aishathshibana"},"attachments":[{"id":113752754,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/113752754/thumbnails/1.jpg","file_name":"Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching.pdf","download_url":"https://www.academia.edu/attachments/113752754/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Pre_service_Teachers_Readiness_to_Integr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/113752754/Pre_service_Teachers_Readiness_to_Integrate_ICT_in_their_Teaching-libre.pdf?1714027218=\u0026response-content-disposition=attachment%3B+filename%3DPre_service_Teachers_Readiness_to_Integr.pdf\u0026Expires=1732506015\u0026Signature=L1lAAyCBh25NSGnkbaiJ8QKEHObjRA-iPAqXpiBIgDEAgtLUMLO4iOYJpxm5c2M2Uw3cSyXKQ4hlrnX74C24T190qIVA7anvXV0u4Qe6cUY9E6T44REuUSPJjkUS-5AY-maxXhKnGNuVEmHsGaA7ghRcNvQojVgoJ9bGK2t4D5-CtVVM90LLB4N2fL~FVNE~EyPfvxILEo8DYj9rhP6wA7VARSSoTSIXWJ0tBtgrCLnswDwZ9C-cx2YuXIJdEYCpetLzaVEJdyq1tDxHRhbMD1lAw0yVrTjtn2SWWHXS20Vm8qwV8EUHJQRWPhKzdylCEFhtn6B-9d8rI3c65JYBxA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education"},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118031489"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118031489/A_model_for_In_service_Education_and_Training_A_Continuous_Professional_Development_Approach_Theme_Curriculum_Planning_and_Implementation"><img alt="Research paper thumbnail of A model for In-service Education and Training: A Continuous Professional Development Approach Theme: Curriculum Planning & Implementation" class="work-thumbnail" src="https://attachments.academia-assets.com/113752043/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118031489/A_model_for_In_service_Education_and_Training_A_Continuous_Professional_Development_Approach_Theme_Curriculum_Planning_and_Implementation">A model for In-service Education and Training: A Continuous Professional Development Approach Theme: Curriculum Planning & Implementation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In-service teacher training is considered as the cornerstone of systemic reform efforts, designed...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In-service teacher training is considered as the cornerstone of systemic reform efforts, designed to increase teacher's capacity. However, there is always dissatisfaction of the outcome of these trainings. The follow up classroom observations does not show a change of teaching or the ideas taught in the sessions being implemented except in few teachers (MOE 2014). Therefore, this paper presents a model for In-service Education and Training (INSET). The model is designed based on Lieberman (1990) Model of Continuing Professional Development (CPD) and aims to enhance the productivity of teachers and their classroom practices. It is a combination of three component (1) in-service training (2) School based professional support, and (3) classroom practice. Six constructs were picked up from the litrature to consititue definition of constructs in terms of indicators. It is proposed that there will be direct and indirect effects between these constructs which will show the mutual relationship between in-service educations, school based professional support for teachers and changes in teachers practice. The paper also discusses a proposed project which will be operationalized to assess the validity of the model by exploring the teacher's perception of the effectiveness of the three proposed components. The descriptive nature of the proposed model would provide key insights of the relationship between various components of in-service and SBPD by proving or disproving the various propositions put forward. The Structural Equation Modeling which would test the hypothesized model will measure the standardized direct effects, significant effects and indirect effects related to the variables based on teachers' perception. This study can help National Institute of Education (NIE) to develop better in-service training programs for teachers, in-order to further consolidated and strengthen newly introduced approaches or concepts into teaching and learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2b70d143b18458bf7efffcc6b6f66c18" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113752043,"asset_id":118031489,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113752043/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118031489"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118031489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118031489; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118031489]").text(description); $(".js-view-count[data-work-id=118031489]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118031489; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118031489']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 118031489, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2b70d143b18458bf7efffcc6b6f66c18" } } $('.js-work-strip[data-work-id=118031489]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118031489,"title":"A model for In-service Education and Training: A Continuous Professional Development Approach Theme: Curriculum Planning \u0026 Implementation","translated_title":"","metadata":{"abstract":"In-service teacher training is considered as the cornerstone of systemic reform efforts, designed to increase teacher's capacity. However, there is always dissatisfaction of the outcome of these trainings. The follow up classroom observations does not show a change of teaching or the ideas taught in the sessions being implemented except in few teachers (MOE 2014). Therefore, this paper presents a model for In-service Education and Training (INSET). The model is designed based on Lieberman (1990) Model of Continuing Professional Development (CPD) and aims to enhance the productivity of teachers and their classroom practices. It is a combination of three component (1) in-service training (2) School based professional support, and (3) classroom practice. Six constructs were picked up from the litrature to consititue definition of constructs in terms of indicators. It is proposed that there will be direct and indirect effects between these constructs which will show the mutual relationship between in-service educations, school based professional support for teachers and changes in teachers practice. The paper also discusses a proposed project which will be operationalized to assess the validity of the model by exploring the teacher's perception of the effectiveness of the three proposed components. The descriptive nature of the proposed model would provide key insights of the relationship between various components of in-service and SBPD by proving or disproving the various propositions put forward. The Structural Equation Modeling which would test the hypothesized model will measure the standardized direct effects, significant effects and indirect effects related to the variables based on teachers' perception. This study can help National Institute of Education (NIE) to develop better in-service training programs for teachers, in-order to further consolidated and strengthen newly introduced approaches or concepts into teaching and learning.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"In-service teacher training is considered as the cornerstone of systemic reform efforts, designed to increase teacher's capacity. However, there is always dissatisfaction of the outcome of these trainings. The follow up classroom observations does not show a change of teaching or the ideas taught in the sessions being implemented except in few teachers (MOE 2014). Therefore, this paper presents a model for In-service Education and Training (INSET). The model is designed based on Lieberman (1990) Model of Continuing Professional Development (CPD) and aims to enhance the productivity of teachers and their classroom practices. It is a combination of three component (1) in-service training (2) School based professional support, and (3) classroom practice. Six constructs were picked up from the litrature to consititue definition of constructs in terms of indicators. It is proposed that there will be direct and indirect effects between these constructs which will show the mutual relationship between in-service educations, school based professional support for teachers and changes in teachers practice. The paper also discusses a proposed project which will be operationalized to assess the validity of the model by exploring the teacher's perception of the effectiveness of the three proposed components. The descriptive nature of the proposed model would provide key insights of the relationship between various components of in-service and SBPD by proving or disproving the various propositions put forward. The Structural Equation Modeling which would test the hypothesized model will measure the standardized direct effects, significant effects and indirect effects related to the variables based on teachers' perception. 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Since a long ti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Researches showed that learning is stimulated when learners are engaged in tasks. Since a long time back philosophers such as John Dewey (1859-1952) argue that knowledge is found in the manipulation of ideas rather than the transmission of facts (Spronken-Smith, Walker , O’Steen, Batchelor, Matthews, & Angelo, 2008).  One such approach which is Inquiry –based Learning. According to Thirteen ed online,( 2004) inquiry approaches implies students involvement and leads to further understanding of the knowledge. It also enables students to possess skills and attitudes which permit them to seek information and construct knowledge.  Inquiry-based learning is a pedagogy which best enables students to experience the process of knowledge creation through a student centered approach, with more self-directed learning, and an active approach to learning (Spronken-Smith, 2008). Inquiry-based learning is has become an effective strategy which develops higher order thinking skills and increase students involvement and ownership of the curriculum.  Hence it is being implemented across all levels starting from primary to higher studies. Evidences show that IBL does not only enhance student motivation, but provides a means to actively involve students in the learning process. As a result, learning is moving away from teacher-centered instruction to a more student-centered approach. It gives students more opportunity to reflect on their own learning, gain a deeper understanding of the concepts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e2344e5b2da3a9193e079e872bd23836" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60144583,"asset_id":39956384,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60144583/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39956384"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39956384"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39956384; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39956384]").text(description); $(".js-view-count[data-work-id=39956384]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39956384; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39956384']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39956384, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e2344e5b2da3a9193e079e872bd23836" } } $('.js-work-strip[data-work-id=39956384]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39956384,"title":"Inquiry-Based Learning Approach for a more learner Centered Instruction CONTENT Inquiry-Based Learning Approach for a more learner Centered Instruction","translated_title":"","metadata":{"abstract":"Researches showed that learning is stimulated when learners are engaged in tasks. 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According to Thirteen ed online,( 2004) inquiry approaches implies students involvement and leads to further understanding of the knowledge. It also enables students to possess skills and attitudes which permit them to seek information and construct knowledge. Inquiry-based learning is a pedagogy which best enables students to experience the process of knowledge creation through a student centered approach, with more self-directed learning, and an active approach to learning (Spronken-Smith, 2008). Inquiry-based learning is has become an effective strategy which develops higher order thinking skills and increase students involvement and ownership of the curriculum. Hence it is being implemented across all levels starting from primary to higher studies. Evidences show that IBL does not only enhance student motivation, but provides a means to actively involve students in the learning process. As a result, learning is moving away from teacher-centered instruction to a more student-centered approach. It gives students more opportunity to reflect on their own learning, gain a deeper understanding of the concepts. 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The Hi-tech has revolutionized our lifestyle. As a result, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Today we take technology for granted. The Hi-tech has revolutionized our lifestyle. As a result, there have been tremendous changes in the way we live. The later generations are considered as digitally wiser than the older generations. The computer technology has developed a way to exert maximum control on how people move, act and think. Consequently, there seems to be a war between the digital migrants and digital immigrants. Meanwhile, school authorities are to be affected most as they have a higher possibility of encountering more challenges. They struggle to minimize the digital divide by introducing all Hi-tech technology to the schools. At this point, the question is, is it worthwhile? What impacts does it have? The educational effectiveness of Information Communication Technologies (ICTs) depends on how they are used and for what purpose it is used. Researchers have found that ICTs do not work for everyone, everywhere in the same way (Books, 2010). However in our schools there is a cut throat competition going on, in introducing the new technology. It all began with an audio visual room. Then the computer labs came. Finally with the introduction of smart boards and i-boards the investments have doubled. The mini projectors and the laptops have become unavoidable assets in a school. Fundraising or sponsoring will be conducted in-order to buy these technologies. The more technologically rich the school is, the more privileged it is. This rapid advancement and technological investments in Maldivian schools are unimaginable. Introducing ICT in schools is important. The developments in ICT have changed the world dramatically. Societies that use ICT have become knowledge societies. It allows them to create, share and use electronically communicated knowledge (Schmid, 2010). In schools ICT allows to exchange information faster, easier and cheaper. Today's students do not need to spend</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f8fcc16b8296ea7ab2fefda9f379b70" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60144689,"asset_id":39956476,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60144689/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39956476"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39956476"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39956476; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39956476]").text(description); $(".js-view-count[data-work-id=39956476]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39956476; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39956476']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39956476, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8f8fcc16b8296ea7ab2fefda9f379b70" } } $('.js-work-strip[data-work-id=39956476]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39956476,"title":"The Hi-Tech Technology -Threatening or Reassuring for Teachers","translated_title":"","metadata":{"abstract":"Today we take technology for granted. 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However in our schools there is a cut throat competition going on, in introducing the new technology. It all began with an audio visual room. Then the computer labs came. Finally with the introduction of smart boards and i-boards the investments have doubled. The mini projectors and the laptops have become unavoidable assets in a school. Fundraising or sponsoring will be conducted in-order to buy these technologies. The more technologically rich the school is, the more privileged it is. This rapid advancement and technological investments in Maldivian schools are unimaginable. Introducing ICT in schools is important. The developments in ICT have changed the world dramatically. Societies that use ICT have become knowledge societies. It allows them to create, share and use electronically communicated knowledge (Schmid, 2010). In schools ICT allows to exchange information faster, easier and cheaper. Today's students do not need to spend","publication_date":{"day":null,"month":null,"year":2015,"errors":{}}},"translated_abstract":"Today we take technology for granted. The Hi-tech has revolutionized our lifestyle. As a result, there have been tremendous changes in the way we live. The later generations are considered as digitally wiser than the older generations. The computer technology has developed a way to exert maximum control on how people move, act and think. Consequently, there seems to be a war between the digital migrants and digital immigrants. Meanwhile, school authorities are to be affected most as they have a higher possibility of encountering more challenges. They struggle to minimize the digital divide by introducing all Hi-tech technology to the schools. At this point, the question is, is it worthwhile? What impacts does it have? The educational effectiveness of Information Communication Technologies (ICTs) depends on how they are used and for what purpose it is used. Researchers have found that ICTs do not work for everyone, everywhere in the same way (Books, 2010). However in our schools there is a cut throat competition going on, in introducing the new technology. It all began with an audio visual room. Then the computer labs came. Finally with the introduction of smart boards and i-boards the investments have doubled. The mini projectors and the laptops have become unavoidable assets in a school. Fundraising or sponsoring will be conducted in-order to buy these technologies. The more technologically rich the school is, the more privileged it is. This rapid advancement and technological investments in Maldivian schools are unimaginable. Introducing ICT in schools is important. The developments in ICT have changed the world dramatically. Societies that use ICT have become knowledge societies. It allows them to create, share and use electronically communicated knowledge (Schmid, 2010). In schools ICT allows to exchange information faster, easier and cheaper. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="9522028" id="thesischapters"><div class="js-work-strip profile--work_container" data-work-id="39957217"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39957217/THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTATION_OF_OPEN_EDUCATIONAL_RESOURCES_IN_MALDIVES"><img alt="Research paper thumbnail of THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES" class="work-thumbnail" src="https://attachments.academia-assets.com/60145481/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39957217/THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTATION_OF_OPEN_EDUCATIONAL_RESOURCES_IN_MALDIVES">THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES AISHATH SH...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES <br />AISHATH SHIBANA <br />April 2013 <br />ABSTRACT <br /> <br />The main aim of integrating technology in education should be to provide a cost effective access to high quality education experiences to the learners. In Maldives, the schools are investing a lot of money on technology. However, it has less impact on teaching and learning as it takes lot of time for the teachers to develop learning materials. Therefore it is important to identify ways of using existing Open Educational Resources (OER) by adapting, them rather than producing it from scratch.  <br />Therefore, the objectives were to identify the successful factors for the adaptation of OER in Maldives, by analyzing teacher’s perception of usefulness, ease of use and attitude towards OER that shows their behavioural intention to adapt OER in Maldives. <br />A cross- sectional study design was employed in this study. The population comprises of five schools which has reached at least basic level from an analysis done on technology penetration.  A web-based survey was used to collect data. Two key factors, perceived usefulness and perceived ease of use were taken as factors which have direct influence in adaptation of OER in Maldives.  At the same time two factors, attitude towards use of OER and behavioural intention to use OER are taken as two factors which have direct impact on perceived usefulness and perceived ease of use to adapt OER in Maldives. All the relationships tested were significant and positive with substantial to very strong relationship between all the four factors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="36d78c0703f94315576bff96b8ed9037" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60145481,"asset_id":39957217,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60145481/download_file?st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&st=MTczMjUwMjQxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39957217"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39957217"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39957217; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39957217]").text(description); $(".js-view-count[data-work-id=39957217]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39957217; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39957217']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39957217, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "36d78c0703f94315576bff96b8ed9037" } } $('.js-work-strip[data-work-id=39957217]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39957217,"title":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES","translated_title":"","metadata":{"abstract":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES \nAISHATH SHIBANA \nApril 2013 \nABSTRACT \n \nThe main aim of integrating technology in education should be to provide a cost effective access to high quality education experiences to the learners. In Maldives, the schools are investing a lot of money on technology. However, it has less impact on teaching and learning as it takes lot of time for the teachers to develop learning materials. Therefore it is important to identify ways of using existing Open Educational Resources (OER) by adapting, them rather than producing it from scratch. \nTherefore, the objectives were to identify the successful factors for the adaptation of OER in Maldives, by analyzing teacher’s perception of usefulness, ease of use and attitude towards OER that shows their behavioural intention to adapt OER in Maldives. \nA cross- sectional study design was employed in this study. The population comprises of five schools which has reached at least basic level from an analysis done on technology penetration. A web-based survey was used to collect data. Two key factors, perceived usefulness and perceived ease of use were taken as factors which have direct influence in adaptation of OER in Maldives. At the same time two factors, attitude towards use of OER and behavioural intention to use OER are taken as two factors which have direct impact on perceived usefulness and perceived ease of use to adapt OER in Maldives. All the relationships tested were significant and positive with substantial to very strong relationship between all the four factors. \n"},"translated_abstract":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES \nAISHATH SHIBANA \nApril 2013 \nABSTRACT \n \nThe main aim of integrating technology in education should be to provide a cost effective access to high quality education experiences to the learners. In Maldives, the schools are investing a lot of money on technology. However, it has less impact on teaching and learning as it takes lot of time for the teachers to develop learning materials. 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At the same time two factors, attitude towards use of OER and behavioural intention to use OER are taken as two factors which have direct impact on perceived usefulness and perceived ease of use to adapt OER in Maldives. 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