Abstract
There are several course development tools available in the market that can help teachers to design high quality courses which promote student learning and engagement by developing their inquiry-based skills. Articulate 360 Storyline is one such design application that can help school teachers to develop high quality courses. However, there has been no study that evaluates the effectiveness, acceptability and feasibility of using this application to build and teach STEM related courses in middle grades (5th-8th grade). In this pilot study, a mixed-methods evaluation approach was implemented to understand middle school STEM teacher perceptions on using Articulate 360 to develop and teach computer science, science and math courses. The pilot phase of this study was launched in a school district in summer 2021. This paper aims to present the results of the pilot study. A survey was administered to 120 middle school teachers at the beginning of summer and end of fall semester using the technology acceptance model framework. Data was collected on teacher perceptions of technological context (perceived usefulness, perceived ease of use), individual context (compatibility and attitude), intention to use, and organizational context (facilitators and subjective norms). Additional open-ended questions were also included on the design features of Articulate 360. A pre-validated return on investment (ROI) tool was used to evaluate the cost-effectiveness of Articulate 360. The pilot study and ROI results will assist school district administrators to understand the value of Articulate 360 and in making evidence-based decisions to invest in it.
Presenters
Parul AcharyaAssistant Professor, Teacher Education, Leadership, and Counseling, Columbus State University, Georgia, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ARTICULATE 360 STEM TEACHER PERCEPTIONS TECHNOLOGY ACCEPTANCE MODEL
