I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
3
,
J
u
n
e
20
26
,
p
p
.
2419
~
2
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2
7
I
SS
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2
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8
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: 1
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.
1
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.
v
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2419
J
o
ur
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:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Tea
chers’
a
t
tit
ud
es towa
rd
ICT
int
eg
ra
tion in hig
her
seco
nda
ry
educa
tion:
ev
iden
ce f
ro
m
M
a
nipu
r,
India
Ning
chuil
iu G
a
ng
m
ei,
K
ennedy
Andrew
T
ho
m
a
s
S
c
h
o
o
l
o
f
E
d
u
c
a
t
i
o
n
,
C
h
r
i
st
U
n
i
v
e
r
si
t
y
,
B
e
n
g
a
l
u
r
u
,
I
n
d
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
16
,
2
0
2
6
R
ev
is
ed
Mar
28
,
2
0
2
6
Acc
ep
ted
Ma
y
5
,
2
0
2
6
On
e
o
f
th
e
m
o
st
b
a
sic
imp
e
ra
ti
v
e
s
in
th
e
c
u
rre
n
t
e
d
u
c
a
ti
o
n
s
y
ste
m
is
th
e
in
teg
ra
ti
o
n
o
f
in
f
o
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
l
o
g
y
(ICT)
i
n
e
d
u
c
a
ti
o
n
,
a
n
d
t
h
e
tea
c
h
e
rs’
a
tt
it
u
d
e
is
a
n
imp
o
rta
n
t
c
o
m
p
o
n
e
n
t
f
o
r
t
h
e
su
c
c
e
ss
fu
l
in
teg
ra
ti
o
n
o
f
ICT.
T
h
e
a
im
o
f
th
is
stu
d
y
is
to
i
n
v
e
s
ti
g
a
te
th
e
a
tt
it
u
d
e
s
e
x
h
i
b
it
e
d
b
y
t
h
e
h
ig
h
e
r
se
c
o
n
d
a
ry
sc
h
o
o
l
tea
c
h
e
rs
with
re
sp
e
c
t
t
o
th
e
in
teg
ra
ti
o
n
o
f
ICT
in
t
h
e
sta
te
o
f
M
a
n
ip
u
r,
I
n
d
ia,
a
n
d
to
e
x
a
m
in
e
th
e
re
su
lt
s
wit
h
se
lec
ted
d
e
m
o
g
ra
p
h
ic
v
a
riab
les
.
Th
e
stu
d
y
a
d
o
p
ted
a
q
u
a
n
ti
tativ
e
a
p
p
ro
a
c
h
wi
th
a
sa
m
p
le siz
e
o
f
1
,
1
0
0
tea
c
h
e
rs se
lec
ted
th
r
o
u
g
h
p
ro
p
o
rti
o
n
a
te
stra
ti
fied
ra
n
d
o
m
sa
m
p
li
n
g
fr
o
m
g
o
v
e
rn
m
e
n
t
a
n
d
p
riv
a
t
e
sc
h
o
o
ls i
n
M
a
n
i
p
u
r
u
si
n
g
th
e
a
tt
it
u
d
e
t
o
wa
rd
IC
T
(ATICT
)
s
c
a
le
.
T
h
e
re
su
lt
s
sh
o
w
t
h
e
p
o
siti
v
e
e
x
iste
n
c
e
o
f
a
f
fe
c
ti
v
e
,
c
o
g
n
it
i
v
e
,
a
n
d
b
e
h
a
v
io
ra
l
a
tt
it
u
d
e
s
a
m
o
n
g
tea
c
h
e
rs
to
wa
rd
s
th
e
in
te
g
ra
ti
o
n
o
f
IC
T,
a
n
d
t
h
e
re
su
lt
s
p
r
o
v
e
d
to
b
e
sig
n
ifi
c
a
n
t
ly
v
a
li
d
a
m
o
n
g
tea
c
h
e
rs
fro
m
g
o
v
e
rn
m
e
n
t
sc
h
o
o
ls,
tea
c
h
e
rs
with
p
ro
fe
ss
io
n
a
l
d
e
g
re
e
s,
a
n
d
m
id
-
c
a
r
e
e
r
tea
c
h
e
rs.
K
ey
w
o
r
d
s
:
Af
f
ec
tiv
e
Attitu
d
e
B
eh
av
io
r
al
C
o
g
n
itiv
e
I
C
T
I
C
T
in
teg
r
atio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Nin
g
ch
u
iliu
Gan
g
m
ei
Sch
o
o
l o
f
E
d
u
ca
tio
n
,
C
h
r
is
t U
n
iv
er
s
ity
B
en
g
alu
r
u
,
Kar
n
atak
a
5
6
0
0
2
9
,
I
n
d
ia
E
m
ail: n
in
g
ch
u
iliu
.
g
an
g
m
ei@
r
es.c
h
r
is
tu
n
iv
er
s
ity
.
in
1.
I
NT
RO
D
UCT
I
O
N
I
n
f
o
r
m
atio
n
an
d
c
o
m
m
u
n
icatio
n
tech
n
o
l
o
g
y
(
I
C
T
)
h
av
e
b
ec
o
m
e
ce
n
tr
al
in
m
o
d
e
r
n
ed
u
ca
tio
n
as
th
ey
h
av
e
th
e
p
o
te
n
tial
f
o
r
im
p
r
o
v
in
g
lear
n
i
n
g
,
ass
ess
m
en
t,
an
d
in
f
o
r
m
atio
n
ac
ce
s
s
;
at
th
e
s
am
e
tim
e,
th
e
y
h
a
v
e
th
e
p
o
ten
tial
f
o
r
s
u
p
p
o
r
tin
g
i
n
d
iv
id
u
alize
d
lear
n
in
g
an
d
h
i
g
h
er
-
o
r
d
er
t
h
in
k
in
g
.
Hig
h
-
q
u
a
lity
ed
u
ca
tio
n
m
u
s
t
d
ev
elo
p
s
tu
d
e
n
ts
’
talen
ts
to
en
ab
le
th
eir
co
n
t
r
ib
u
tio
n
to
s
o
ci
ety
an
d
h
el
p
th
em
b
u
ild
a
ju
s
t
s
o
cial
o
r
d
er
.
Fr
o
m
th
is
p
er
s
p
ec
tiv
e,
I
C
T
is
n
o
t
o
n
ly
a
tech
n
ical
ad
d
-
o
n
,
b
u
t
it
is
p
o
ten
tially
ev
en
a
le
v
er
f
o
r
i
m
p
r
o
v
e
d
e
d
u
ca
tio
n
an
d
s
o
cial
d
ev
elo
p
m
e
n
t
[
1
]
.
T
ea
ch
er
s
’
attitu
d
es
to
war
d
I
C
T
ar
e
o
n
e
o
f
th
e
m
o
s
t
s
alien
t
f
ac
to
r
s
th
at
in
f
lu
en
ce
h
o
w
o
r
if
tech
n
o
lo
g
y
g
ets
u
s
ed
in
th
e
class
r
o
o
m
:
p
o
s
itiv
e
attitu
d
e,
p
er
ce
iv
ed
u
s
ef
u
l
n
ess
,
an
d
s
elf
-
ef
f
icac
y
s
tr
o
n
g
ly
p
r
e
d
ict
th
e
lik
elih
o
o
d
o
f
I
C
T
in
teg
r
atio
n
in
t
o
p
ed
a
g
o
g
ies,
wh
ile
n
eg
ativ
e
attitu
d
e
o
r
lo
w
co
n
f
i
d
en
ce
lim
its
th
e
lev
el
o
f
ad
o
p
tio
n
.
T
h
e
p
o
s
itiv
e
attitu
d
es
to
war
d
s
I
C
T
d
ev
elo
p
in
ten
tio
n
s
an
d
c
lass
r
o
o
m
b
eh
av
io
r
,
ch
an
g
e
in
s
tr
u
ctio
n
al
ch
o
ices,
an
d
g
et
in
s
titu
tio
n
al
s
u
p
p
o
r
t
in
d
eter
m
in
in
g
I
C
T
ef
f
ec
tiv
en
ess
to
im
p
r
o
v
e
s
tu
d
en
t
o
u
tco
m
es
[
2
]
,
[
3
]
.
I
C
T
ca
n
en
h
an
ce
th
e
p
r
o
d
u
ctiv
i
ty
o
f
teac
h
er
s
an
d
ex
p
an
d
in
s
tr
u
ctio
n
al
ch
o
ices,
allo
win
g
r
ap
id
cr
ea
tio
n
an
d
d
is
s
em
in
atio
n
o
f
m
ater
ials
,
f
ac
ilit
atin
g
m
u
ltime
d
ia
an
d
in
ter
ac
tiv
e
p
ed
ag
o
g
ies,
an
d
estab
lis
h
in
g
alter
n
ativ
e
way
s
o
f
ev
alu
atin
g
lear
n
in
g
.
T
ea
ch
er
s
wh
o
p
er
ce
iv
e
th
e
m
s
elv
es
as
h
ig
h
ly
d
ig
itally
s
elf
-
ef
f
icien
t
a
r
e
m
o
r
e
lik
ely
to
a
d
o
p
t
c
o
n
s
tr
u
ct
iv
is
t
an
d
s
tu
d
en
t
-
ce
n
ter
ed
p
r
ac
tices
en
ab
led
b
y
tech
n
o
lo
g
y
.
At
th
e
s
am
e
tim
e,
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
I
C
T
r
eq
u
ir
es
an
ad
eq
u
ate
b
ase
o
f
in
f
r
astru
ctu
r
e
,
tr
ain
in
g
,
an
d
s
u
p
p
o
r
tiv
e
in
s
tit
u
tio
n
al
en
v
ir
o
n
m
en
t;
an
d
tech
n
o
lo
g
y
its
elf
will
n
o
t
n
ec
ess
ar
ily
g
u
ar
an
tee
b
etter
teac
h
in
g
o
r
lear
n
in
g
[
4
]
.
Un
d
er
s
tan
d
in
g
th
e
attitu
d
e
o
f
teac
h
er
s
to
war
d
s
th
e
u
s
e
o
f
I
C
T
c
alls
f
o
r
ed
u
ca
tio
n
al
m
an
ag
em
en
t
an
d
p
o
licy
m
ak
e
r
s
to
ac
co
u
n
t
f
o
r
r
eso
u
r
ce
p
la
n
n
in
g
o
r
allo
ca
tio
n
an
d
t
o
o
r
g
an
ize
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t f
o
r
th
e
u
s
e
o
f
I
C
T
[
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
4
1
9
-
2
4
2
7
2420
T
h
e
in
teg
r
atio
n
o
f
I
C
T
at
th
e
s
ec
o
n
d
ar
y
lev
el
o
f
ed
u
ca
tio
n
i
s
g
en
er
ally
id
en
tifie
d
as
o
n
e
o
f
th
e
co
r
e
f
ac
to
r
s
to
im
p
r
o
v
e
th
e
ef
f
ec
tiv
en
ess
o
f
lear
n
in
g
as
well
as
th
e
f
lex
ib
ilit
y
o
f
t
h
e
lear
n
in
g
p
r
o
ce
s
s
with
in
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
o
f
t
h
e
2
1
s
t
-
ce
n
tu
r
y
class
r
o
o
m
,
w
h
er
e
teac
h
er
s
lead
t
h
e
p
r
o
ce
s
s
o
f
in
teg
r
atio
n
in
t
h
e
class
r
o
o
m
.
T
ea
ch
er
s
’
attitu
d
es
to
war
d
s
I
C
T
ar
e
n
o
t
m
er
ely
th
e
p
r
esen
ce
o
f
a
p
o
s
itiv
e
att
itu
d
e,
b
u
t
h
o
w
th
e
attitu
d
es
ar
e
f
elt,
th
o
u
g
h
t
o
f
,
an
d
ac
ted
o
n
b
y
th
e
teac
h
er
s
,
s
tr
o
n
g
ly
d
eter
m
in
e
th
e
ex
te
n
t
o
f
ad
o
p
tio
n
o
f
I
C
T
with
in
th
e
class
r
o
o
m
e
n
v
ir
o
n
m
en
t
[
6
]
.
Alth
o
u
g
h
t
h
e
im
p
o
r
tan
ce
o
f
teac
h
er
attitu
d
e
is
wid
ely
ac
k
n
o
wled
g
e
d
,
th
e
s
tu
d
y
co
n
s
id
er
s
teac
h
er
at
titu
d
e
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
an
in
d
iv
id
u
al
tr
ait,
f
o
r
g
ettin
g
th
at
th
is
p
r
o
ce
s
s
o
cc
u
r
s
with
th
e
in
v
o
lv
em
e
n
t
o
f
b
r
o
a
d
er
p
r
o
f
ess
io
n
al
p
r
o
c
ess
es.
I
t
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
ce
o
f
s
y
s
tem
ic
f
ac
ilit
ato
r
s
s
u
ch
as
in
f
r
astru
ctu
r
e
in
s
ch
o
o
ls
an
d
th
e
s
ch
o
o
l
lead
er
s
h
ip
to
en
s
u
r
e
t
h
at
th
e
r
ea
d
in
ess
o
f
attitu
d
e
is
tr
an
s
f
o
r
m
ed
i
n
to
ac
tio
n
u
s
in
g
I
C
T
in
t
h
e
class
r
o
o
m
.
T
ec
h
n
ical
ass
is
tan
ce
o
r
s
ch
o
o
l
s
u
p
p
o
r
t
lev
els
ar
e
f
ac
to
r
s
d
eter
m
in
in
g
th
e
tr
a
n
s
f
o
r
m
atio
n
o
f
th
e
p
o
s
itiv
e
attitu
d
e
o
f
teac
h
e
r
s
r
eg
ar
d
in
g
I
C
T
in
to
v
is
ib
le
ac
tio
n
[
7
]
.
T
ea
ch
er
s
with
f
o
r
m
al
tr
ai
n
in
g
i
n
p
e
d
ag
o
g
y
wo
u
ld
f
in
d
it
ea
s
ier
to
p
r
o
g
r
ess
f
r
o
m
f
am
iliar
ity
to
p
r
o
f
icien
t
p
r
ac
tice
o
f
I
C
T
in
t
h
eir
teac
h
i
n
g
,
c
o
m
p
a
r
ed
to
t
h
o
s
e
with
a
teac
h
in
g
b
ac
k
g
r
o
u
n
d
an
d
r
elat
ed
attitu
d
es,
w
h
ich
ar
e
s
u
b
ject
-
o
r
ien
ted
in
n
atu
r
e
[
8
]
.
R
esear
ch
o
n
teac
h
er
s
’
attitu
d
es to
war
d
s
I
C
T
g
lo
b
ally
is
a
b
u
n
d
a
n
t; h
o
wev
er
,
ex
is
tin
g
wo
r
ld
wid
e
s
tu
d
ies
p
r
im
ar
ily
f
o
cu
s
o
n
d
e
v
elo
p
ed
e
d
u
ca
tio
n
s
y
s
tem
s
with
s
ig
n
if
ican
t
r
eso
u
r
ce
s
.
T
h
is
s
tu
d
y
d
o
es
n
o
t
p
r
esen
t
a
n
y
n
ew
th
eo
r
etica
l
m
o
d
el,
b
u
t
u
s
es
an
ex
is
tin
g
m
u
lti
-
d
im
en
s
io
n
al
in
s
titu
tio
n
al
r
ea
d
in
ess
m
o
d
el
i
n
a
d
is
tan
t,
a
n
d
th
u
s
d
if
f
er
e
n
t,
r
e
g
io
n
an
d
e
n
v
ir
o
n
m
en
t
f
r
o
m
w
h
er
e
m
o
s
t
s
tu
d
ies
o
n
teac
h
er
attitu
d
e
to
war
d
I
C
T
(
AT
I
C
T
)
.
I
n
d
o
in
g
s
o
,
th
e
cu
r
r
en
t
s
tu
d
y
p
r
o
v
id
es
ev
id
e
n
ce
f
o
r
r
eg
io
n
al
ed
u
ca
tio
n
p
lan
n
er
s
’
u
s
e
o
f
r
eg
io
n
al
-
s
p
ec
if
ic
d
ata
co
llected
f
r
o
m
t
h
e
s
tu
d
y
,
as
well
as
im
p
o
r
tin
g
f
i
n
d
in
g
s
f
r
o
m
o
u
ts
id
e
th
e
r
eg
io
n
in
to
a
u
n
iq
u
e
ed
u
ca
tio
n
al
p
r
o
ject.
R
eg
io
n
ally
,
r
esear
ch
with
lin
k
s
to
Ma
n
ip
u
r
an
d
its
n
eig
h
b
o
r
in
g
s
tates
co
n
f
ir
m
s
th
e
n
ee
d
f
o
r
lo
ca
l
ev
id
en
ce
:
a
s
u
r
v
e
y
o
f
B
.
E
d
.
s
tu
d
en
t
teac
h
e
r
s
in
Ma
n
ip
u
r
r
e
v
ea
led
s
ig
n
if
ican
t
v
ar
iab
ilit
y
ac
r
o
s
s
attitu
d
es
an
d
a
s
u
b
s
tan
tial
p
er
ce
n
tag
e
ex
p
r
e
s
s
in
g
am
b
iv
alen
ce
o
r
u
n
ce
r
tain
ty
to
war
d
th
e
u
s
e
o
f
I
C
T
,
ag
ain
p
o
in
tin
g
to
th
e
n
ee
d
f
o
r
f
o
cu
s
ed
p
r
e
-
an
d
i
n
-
s
er
v
ice
d
e
v
elo
p
m
e
n
t
in
th
e
s
tat
e
[
9
]
.
I
n
Ma
n
ip
u
r
,
wh
er
e
d
if
f
i
cu
lt
g
eo
g
r
ap
h
y
a
n
d
s
o
cio
-
p
o
liti
ca
l
f
ac
to
r
s
co
m
b
in
e,
s
h
if
ts
p
o
s
t
-
p
an
d
em
ic
cr
e
ated
n
ew
d
ig
ital
p
r
ac
tices
s
u
ch
as
wid
er
u
s
e
o
f
d
ig
ital
p
latf
o
r
m
s
an
d
lear
n
in
g
m
ater
ials
,
b
u
t
h
av
e
also
u
n
c
o
v
er
ed
a
h
o
s
t
o
f
g
ap
s
in
co
n
n
e
ctiv
ity
an
d
teac
h
e
r
r
ea
d
in
ess
.
Mix
ed
o
u
tco
m
es
ar
is
in
g
f
r
o
m
th
is
m
a
k
e
th
e
s
tu
d
y
o
f
teac
h
er
s
’
attitu
d
es
i
n
Ma
n
ip
u
r
tim
ely
:
u
n
d
er
s
tan
d
i
n
g
attitu
d
es
will
in
f
o
r
m
th
e
d
esig
n
o
f
tar
g
ete
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t,
s
ch
o
o
l
p
o
licy
,
a
n
d
m
ax
im
ize
th
e
ed
u
c
atio
n
al
v
al
u
e
o
f
ex
is
tin
g
i
n
v
estme
n
ts
in
I
C
T
s
[
1
0
]
.
Mo
s
t
o
f
th
ese
in
f
lu
en
tial
f
in
d
in
g
s
o
n
I
C
T
p
r
ep
ar
e
d
n
ess
ten
d
to
e
m
e
r
g
e
f
r
o
m
well
-
f
u
n
d
ed
u
r
b
a
n
s
y
s
tem
s
;
th
er
e
is
r
elativ
ely
litt
le
k
n
o
w
n
ab
o
u
t
h
o
w
th
ese
s
am
e
p
r
o
ce
s
s
es
f
u
n
ctio
n
in
m
o
r
e
p
e
r
ip
h
er
al,
p
o
o
r
ly
f
u
n
d
ed
ar
ea
s
.
T
h
e
n
o
r
t
h
ea
s
t
I
n
d
i
an
s
tate
o
f
Ma
n
ip
u
r
is
o
n
e
s
u
ch
ca
s
e,
wh
ic
h
co
m
b
in
es
a
d
ee
p
p
o
licy
-
lev
el
co
m
m
itm
en
t
to
u
s
in
g
I
C
T
in
ed
u
ca
tio
n
with
a
co
n
tin
u
ed
v
ar
iab
ilit
y
o
f
in
f
r
astru
ctu
r
e
as
well
as
v
ar
y
in
g
s
ch
o
o
l
ad
m
i
n
is
tr
ativ
e
co
n
d
itio
n
s
.
T
o
ad
d
r
ess
th
ese
g
ap
s
,
th
is
p
a
p
er
f
o
cu
s
es
o
n
th
e
attitu
d
es
o
f
h
ig
h
er
s
ec
o
n
d
ar
y
teac
h
er
s
i
n
Ma
n
ip
u
r
,
I
n
d
ia,
to
war
d
s
in
teg
r
atin
g
I
C
T
,
wh
ich
ar
e
m
ea
s
u
r
ed
i
n
ter
m
s
o
f
th
eir
af
f
ec
tiv
e,
co
g
n
itiv
e,
an
d
b
eh
a
v
io
r
al
c
o
m
p
o
n
en
ts
.
I
t
also
in
v
esti
g
ates
if
th
er
e
ar
e
d
if
f
e
r
en
ce
s
in
attitu
d
es
b
ased
o
n
g
en
d
er
,
ty
p
e
o
f
s
ch
o
o
l
ad
m
in
is
tr
atio
n
,
teac
h
er
s
’
ex
p
er
ien
ce
,
a
n
d
q
u
alif
icatio
n
.
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
AND
L
I
T
E
RA
T
UR
E
RE
V
I
E
W
T
ea
ch
er
attitu
d
es
r
eg
ar
d
in
g
th
e
in
teg
r
atio
n
o
f
I
C
T
h
av
e
co
n
tin
u
ed
to
b
e
am
o
n
g
th
e
cr
iti
ca
l
f
ac
to
r
s
th
at
d
ef
in
e
its
s
u
cc
ess
in
tea
ch
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es
.
T
h
e
co
n
s
tr
u
ct
o
f
teac
h
er
at
titu
d
es
o
n
I
C
T
h
as
in
co
r
p
o
r
ated
a
b
r
o
ad
er
s
co
p
e
o
f
elem
en
ts
th
at
s
ee
m
to
co
v
e
r
th
e
af
f
ec
tiv
e,
co
g
n
itiv
e,
a
n
d
b
eh
av
io
r
al
asp
ec
ts
o
f
it.
T
h
ese,
co
n
s
eq
u
en
tly
,
c
o
m
p
r
is
e
em
o
tio
n
al
-
f
ee
lin
g
s
,
b
e
lief
s
,
o
r
p
er
ce
p
tio
n
s
o
f
u
s
ef
u
l
n
ess
o
r
in
ten
tio
n
to
u
s
e
o
f
I
C
T
elem
en
ts
,
r
esp
ec
ti
v
ely
.
C
o
n
v
er
s
ely
,
h
o
wev
er
,
it
h
as
r
ec
en
tly
b
ee
n
s
h
o
wn
t
h
at
teac
h
er
s
’
f
av
o
r
ab
le
p
er
ce
p
tio
n
s
o
f
th
ese
asp
ec
ts
d
o
d
ef
in
e
a
n
en
h
an
ce
d
co
m
m
it
m
en
t
lev
el
r
eg
a
r
d
in
g
ef
f
ec
tiv
e
I
C
T
-
b
ased
teac
h
in
g
m
eth
o
d
o
l
o
g
y
in
teg
r
atio
n
b
y
teac
h
er
s
,
an
d
th
at,
d
esp
ite
teac
h
er
s
h
av
in
g
a
f
av
o
r
ab
le
p
er
ce
p
tio
n
o
f
th
is
tech
n
o
lo
g
y
,
s
o
m
e
o
r
g
an
izatio
n
al
is
s
u
es
d
o
r
estrict
th
eir
ef
f
i
cien
cy
at
p
r
esen
t
f
o
r
ef
f
e
ctiv
e
im
p
lem
en
tatio
n
o
r
ap
p
licatio
n
.
T
h
e
tec
h
n
o
lo
g
y
a
cc
ep
tan
ce
m
o
d
el
e
x
am
in
es
th
e
im
p
ac
t
th
at
a
p
er
ce
p
tio
n
o
f
th
e
u
s
e
v
alu
e
an
d
s
im
p
licity
o
f
u
s
e
o
f
I
C
T
m
ay
h
av
e
o
n
teac
h
er
s
’
attitu
d
es
an
d
b
eh
av
i
o
r
r
eg
a
r
d
in
g
I
C
T
u
s
e
[
1
1
]
.
M
o
r
e
cu
r
r
en
t
r
esear
ch
in
d
icate
s
th
at
attitu
d
es
to
I
C
T
u
s
e
s
h
o
u
ld
n
o
t
m
e
r
ely
b
e
r
e
g
ar
d
e
d
as
p
s
y
ch
o
lo
g
ical
s
tates,
b
u
t
as
o
u
tco
m
es
o
f
p
r
o
f
ess
io
n
al
tr
a
in
in
g
o
r
s
itu
atio
n
al
f
a
cto
r
s
[
1
2
]
.
T
h
is
p
er
s
p
ec
tiv
e
u
n
d
er
s
co
r
es
th
e
n
ee
d
to
ex
am
in
e
attitu
d
es with
in
b
r
o
a
d
er
s
y
s
tem
ic
an
d
o
r
g
an
izatio
n
al
co
n
tex
ts
.
2
.
1
.
F
a
ct
o
rs inf
luencin
g
a
t
t
it
ud
es t
o
wa
rd
I
C
T
I
n
s
titu
tio
n
al
f
ac
to
r
s
h
a
v
e
an
i
m
p
o
r
tan
t
r
o
le
in
in
f
lu
e
n
cin
g
t
h
e
teac
h
er
’
s
attitu
d
es
a
n
d
b
e
h
av
io
r
s
with
r
esp
ec
t
to
I
C
T
.
R
ec
en
t
s
tu
d
ies
s
h
o
w
th
at
th
e
s
ch
o
o
l
ad
m
in
is
t
r
atio
n
,
in
f
r
astru
ctu
r
e,
an
d
p
o
licy
-
d
r
iv
e
n
ac
tiv
ities
h
av
e
a
n
im
p
o
r
tan
t
p
o
s
itiv
e
ef
f
ec
t
o
n
th
e
teac
h
er
co
n
f
id
en
ce
lev
el
with
r
esp
ec
t
to
I
C
T
[
1
3
]
.
T
ea
ch
er
s
wo
r
k
in
g
in
s
u
ch
in
s
titu
tio
n
al
s
ettin
g
s
d
ev
elo
p
an
ap
p
r
o
p
r
iate
co
g
n
itiv
e
an
d
b
eh
av
i
o
r
al
tr
ait
with
r
esp
ec
t
to
I
C
T
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
a
ttit
u
d
es to
w
a
r
d
I
C
T in
teg
r
a
tio
n
in
h
ig
h
er seco
n
d
a
r
y
ed
u
ca
tio
n
:
… (
N
in
g
ch
u
iliu
Ga
n
g
mei
)
2421
in
d
ep
en
d
en
t
o
f
th
eir
b
o
u
n
d
ar
i
es
with
r
esp
ec
t
to
g
en
d
er
,
ag
e,
an
d
o
th
er
ca
teg
o
r
ies
[
1
4
]
.
W
h
ile
n
o
v
ice
teac
h
er
s
ten
d
to
b
e
co
n
s
id
er
e
d
m
o
r
e
te
ch
n
o
lo
g
y
-
o
r
ien
ted
,
n
ew
o
b
s
er
v
atio
n
s
s
u
g
g
est
th
at
m
id
-
ca
r
e
er
teac
h
er
s
ten
d
to
d
is
p
lay
s
tr
o
n
g
e
r
co
g
n
itiv
e
k
n
o
wled
g
e
an
d
b
e
h
av
io
r
al
co
m
m
i
tm
en
t
to
I
C
T
b
ec
au
s
e
o
f
th
ei
r
in
cr
ea
s
ed
lev
els
o
f
p
ed
ag
o
g
ical
s
elf
-
co
n
f
id
e
n
ce
,
class
au
to
n
o
m
y
,
an
d
s
taf
f
d
ev
elo
p
m
en
t
o
p
p
o
r
t
u
n
ities
[
1
2
]
.
T
h
ese
in
co
n
clu
s
iv
e
r
esu
lts
in
d
icate
th
at
th
e
d
y
n
a
m
ics
o
f
ca
r
ee
r
s
tag
es
ar
e
m
o
r
e
in
f
o
r
m
ativ
e
th
a
n
th
e
m
er
e
p
ass
ag
e
o
f
tim
e
with
r
eg
ar
d
to
t
h
e
en
g
a
g
em
en
t
o
f
teac
h
er
s
with
I
C
T
s
[
1
5
]
.
I
t
i
s
th
er
ef
o
r
e
v
ital
f
r
o
m
a
p
r
ac
t
ical
p
er
s
p
ec
tiv
e
to
r
esear
ch
th
e
r
o
le
o
f
teac
h
in
g
e
x
p
er
ien
ce
as
a
c
o
n
tex
tu
al
v
ar
i
ab
le.
On
e
ar
ea
t
h
at
h
as
s
h
o
wn
its
elf
to
b
e
a
v
er
y
r
eliab
le
p
r
e
d
icto
r
f
o
r
t
h
e
ad
o
p
tio
n
o
f
I
C
T
is
p
r
o
f
ess
io
n
al
teac
h
er
e
d
u
ca
tio
n
.
T
r
ain
e
d
teac
h
er
s
alwa
y
s
p
o
s
itiv
ely
an
d
s
u
cc
ess
f
u
lly
i
n
teg
r
ate
I
C
T
in
to
th
eir
clas
s
r
o
o
m
s
[
1
6
]
,
wh
ich
p
r
o
v
id
e
s
d
ev
elo
p
m
en
tally
ap
p
r
o
p
r
iate
o
p
p
o
r
tu
n
ities
th
a
t
h
elp
i
n
teg
r
ate
k
n
o
wled
g
e
o
f
s
u
b
jects
as
well
as
teac
h
in
g
s
tr
ateg
ies
with
tech
n
o
lo
g
ical
to
o
ls
th
at
h
elp
te
ac
h
er
s
m
o
v
e
b
ey
o
n
d
th
e
s
u
r
f
a
ce
-
lev
el
ap
p
licatio
n
o
f
tech
n
o
l
o
g
y
.
I
n
t
h
e
te
ac
h
i
n
g
a
n
d
l
ea
r
n
i
n
g
p
r
o
ce
s
s
,
I
C
T
in
t
h
e
cl
ass
r
o
o
m
t
u
r
n
s
tr
a
d
iti
o
n
a
l
a
p
p
r
o
ac
h
es
i
n
t
o
s
t
u
d
e
n
t
-
ce
n
te
r
e
d
a
p
p
r
o
a
c
h
es
w
h
e
r
e
b
y
s
tu
d
e
n
ts
a
r
e
c
en
te
r
-
s
ta
g
e
,
wh
il
e
t
ea
c
h
er
s
p
la
y
t
h
e
r
o
l
e
o
f
m
e
n
t
o
r
s
o
r
f
ac
ilit
at
o
r
s
.
T
h
is
a
p
p
r
o
a
ch
s
u
b
s
ti
tu
te
d
g
r
o
u
p
e
x
e
r
cis
es,
d
is
cu
s
s
io
n
s
,
a
n
d
ac
ti
v
i
ties
f
o
r
lec
tu
r
es
[
1
7
]
.
Di
g
it
al
t
ec
h
n
o
lo
g
i
es
i
n
ed
u
c
ati
o
n
in
c
r
ea
s
e
o
p
p
o
r
t
u
n
it
i
es
f
o
r
a
cti
v
e
l
ea
r
n
i
n
g
;
t
h
ei
r
i
m
p
ac
t
d
e
p
e
n
d
s
o
n
p
e
d
a
g
o
g
ica
l
d
esi
g
n
a
n
d
t
ea
ch
er
r
e
ad
in
ess
[
1
8
]
.
T
ea
c
h
e
r
ed
u
c
ato
r
s
wit
h
g
r
e
at
er
te
c
h
n
o
l
o
g
i
c
al
co
m
p
et
e
n
c
y
ar
e
v
a
lu
e
d
m
o
r
e
t
h
a
n
th
o
s
e
wi
th
lo
w
er
le
v
els
o
f
t
ec
h
n
o
l
o
g
ica
l
c
o
m
p
e
te
n
c
y
[
1
9
]
.
T
h
e
s
u
b
j
ec
t
-
c
u
lt
u
r
e
c
o
ll
is
i
o
n
h
a
d
a
m
aj
o
r
ef
f
e
ct
o
n
th
e
tea
ch
er
s
’
att
it
u
d
es,
b
el
ie
f
s
,
a
n
d
s
el
f
-
ef
f
i
ca
cy
t
o
wa
r
d
tec
h
n
o
lo
g
y
a
n
d
m
o
b
ile
-
b
as
ed
t
r
a
in
i
n
g
[
2
0
]
.
H
o
we
v
er
,
tea
ch
er
s
d
ev
el
o
p
e
d
a
n
e
g
a
ti
v
e
AT
I
C
T
i
n
t
e
g
r
ati
o
n
i
n
te
ac
h
in
g
d
u
e
t
o
li
m
it
e
d
ac
ce
s
s
to
co
m
p
u
te
r
s
a
n
d
t
h
e
in
t
er
n
et
[
2
1
]
.
A
n
o
t
h
e
r
s
t
u
d
y
r
e
v
e
ale
d
t
h
a
t
t
h
e
a
v
a
ila
b
i
lit
y
o
f
I
C
T
i
n
f
r
ast
r
u
ct
u
r
e
,
te
ac
h
e
r
e
x
p
er
t
is
e
,
a
n
d
tec
h
n
i
ca
l
s
u
p
p
o
r
t
als
o
i
m
p
ac
ts
h
o
w
we
ll
I
C
T
is
i
n
te
g
r
at
e
d
in
to
t
ea
ch
in
g
a
n
d
l
ea
r
n
i
n
g
in
s
c
h
o
o
ls
[
2
2
]
.
Pe
r
s
is
t
e
n
t
u
s
e
a
n
d
s
ca
f
f
o
l
d
e
d
p
ed
a
g
o
g
i
ca
l
t
r
ai
n
i
n
g
ar
e
s
t
r
o
n
g
er
p
r
ed
ict
o
r
s
o
f
cl
ass
r
o
o
m
i
n
te
g
r
at
io
n
th
a
n
o
n
e
-
o
f
f
e
x
p
o
s
u
r
e
[
1
8
]
.
Mo
r
e
o
v
e
r
,
t
h
e
f
r
e
q
u
e
n
c
y
o
f
u
ti
lizi
n
g
c
o
m
p
u
te
r
a
p
p
lic
ati
o
n
s
o
r
p
r
o
g
r
a
m
s
,
t
ea
c
h
er
s
’
ch
a
r
ac
t
er
is
tics
,
a
n
d
t
h
e
av
ail
ab
ilit
y
o
f
f
ac
ili
ties
a
r
e
p
o
s
i
ti
v
el
y
c
o
r
r
el
ate
d
wit
h
attit
u
d
e
an
d
s
el
f
-
e
f
f
ic
ac
y
,
w
h
ic
h
s
u
g
g
ests
t
h
at
r
es
p
o
n
d
e
n
ts
w
h
o
f
r
eq
u
en
tl
y
u
s
e
c
o
m
p
u
t
er
a
p
p
li
ca
t
io
n
s
o
r
p
r
o
g
r
a
m
s
ar
e
m
o
r
e
li
k
el
y
t
o
r
e
p
o
r
t
b
et
te
r
s
c
o
r
es
i
n
attit
u
d
e
a
n
d
s
el
f
-
e
f
f
ica
c
y
r
e
g
ar
d
i
n
g
u
s
e
o
f
I
C
T
w
h
ic
h
e
v
en
t
u
all
y
le
ad
s
t
o
u
s
e
o
f
tec
h
n
o
l
o
g
y
[
2
3
]
,
[
2
4
]
.
T
ea
c
h
e
r
s
w
it
h
f
a
v
o
r
ab
le
att
it
u
d
es
t
o
wa
r
d
s
t
h
e
u
s
e
o
f
te
ch
n
o
l
o
g
y
i
n
t
ea
ch
in
g
a
r
e
a
b
s
o
lu
t
ely
ass
o
c
iat
e
d
w
it
h
s
u
c
ce
s
s
f
u
l
i
n
te
g
r
at
io
n
o
f
te
ch
n
o
l
o
g
y
,
w
h
ile
n
eg
ati
v
e
att
it
u
d
es
a
n
d
lo
w
c
o
n
f
i
d
en
ce
m
a
y
wo
r
k
a
g
ai
n
s
t
p
o
li
cy
im
p
le
m
e
n
t
ati
o
n
[
2
5
]
.
B
ased
o
n
th
e
th
e
o
r
ies
o
f
ac
ce
p
tan
ce
o
f
tech
n
o
lo
g
y
an
d
th
e
r
ec
en
t
s
tu
d
ies
o
n
th
e
in
teg
r
atio
n
o
f
I
C
T
s
in
co
n
tem
p
o
r
ar
y
s
ettin
g
s
,
th
e
cu
r
r
en
t
s
tu
d
y
attem
p
ts
to
d
e
f
i
n
e
th
e
attitu
d
e
o
f
teac
h
er
s
to
w
ar
d
th
e
a
d
o
p
tio
n
o
f
I
C
T
s
as
an
in
s
titu
tio
n
ally
an
d
p
r
o
f
ess
io
n
ally
n
u
a
n
ce
d
o
u
tco
m
e
o
f
co
n
tex
t
-
b
ased
co
n
s
tr
u
cts
s
u
ch
as
m
an
ag
em
en
t
o
f
in
s
titu
tio
n
s
,
wo
r
k
ex
p
er
ien
ce
in
th
e
class
r
o
o
m
,
q
u
alif
icatio
n
o
f
teac
h
er
s
in
ed
u
ca
tio
n
,
an
d
g
en
d
er
.
Desp
ite
teac
h
er
attitu
d
es
to
war
d
s
I
C
T
b
ein
g
a
co
n
s
is
ten
t
f
in
d
in
g
in
in
ter
n
atio
n
a
l
r
esear
ch
,
th
er
e
is
s
ca
n
t
ev
id
en
ce
o
f
lar
g
e
-
s
ca
le
ev
alu
ativ
e
s
tu
d
ies
f
r
o
m
g
eo
g
r
ap
h
ically
r
em
o
te
an
d
i
n
f
r
astru
ctu
r
ally
ch
allen
g
e
d
r
eg
io
n
s
s
u
ch
as
No
r
th
ea
s
t
I
n
d
ia.
T
h
r
o
u
g
h
an
e
x
ten
s
iv
e
ev
al
u
atio
n
o
f
I
C
T
attitu
d
es,
th
e
cu
r
r
en
t
r
esear
ch
ad
d
s
to
an
d
au
g
m
en
ts
cu
r
r
e
n
t
r
esear
ch
ef
f
o
r
ts
in
r
elatio
n
to
I
C
T
a
d
o
p
tio
n
i
n
g
eo
g
r
ap
h
ically
p
er
i
p
h
er
al
an
d
v
ar
iab
le
r
eso
u
r
ce
co
n
tex
ts
v
ia
a
lar
g
e
-
s
ca
le,
m
u
lti
-
d
im
en
s
io
n
al
I
C
T
attitu
d
e
ass
es
s
m
en
t.
Usi
n
g
a
s
ca
le
to
ev
alu
ate
th
e
th
r
ee
co
m
p
o
n
e
n
ts
o
f
attitu
d
e
(
af
f
ec
tiv
e,
c
o
g
n
itiv
e
,
an
d
b
e
h
av
io
r
al)
alo
n
g
with
in
s
titu
tio
n
al
an
d
p
r
o
f
ess
io
n
al
co
m
p
o
n
en
ts
,
id
en
tifie
s
th
e
in
ter
s
ec
tio
n
o
f
attitu
d
es
an
d
th
e
co
n
tex
tu
al
co
n
d
itio
n
s
th
at
ex
is
t
with
in
s
ch
o
o
ls
o
r
o
th
er
in
s
titu
tio
n
s
r
eg
ar
d
in
g
tec
h
n
o
lo
g
y
ac
ce
p
ta
n
ce
.
E
d
u
ca
tio
n
al
ev
alu
ato
r
s
ca
n
u
s
e
th
e
s
tu
d
y
t
o
d
ev
elo
p
a
s
y
s
tem
-
lev
el
d
iag
n
o
s
tic
f
r
am
ewo
r
k
f
o
r
ass
es
s
in
g
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
at
th
e
teac
h
er
le
v
el
an
d
i
n
s
titu
tio
n
al
lev
el.
Po
licy
m
ak
e
r
s
ca
n
u
tili
ze
th
ese
f
in
d
in
g
s
t
o
in
f
o
r
m
co
n
tex
tu
a
lly
r
elev
an
t
im
p
lem
e
n
tatio
n
s
tr
ateg
ies
with
in
r
eg
io
n
al
ed
u
ca
tio
n
al
s
y
s
tem
s
.
Gu
id
ed
b
y
th
is
ev
alu
ativ
e
an
d
co
n
tex
tu
al
d
ir
ec
ti
o
n
,
th
e
s
tu
d
y
s
ee
k
s
to
an
s
wer
th
e
se
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
is
th
e
o
v
er
all
lev
el
o
f
tea
ch
er
s
’
af
f
ec
tiv
e,
c
o
g
n
itiv
e
,
an
d
b
eh
a
v
io
r
al
attitu
d
es to
war
d
I
C
T
u
s
e?
−
Do
teac
h
er
s
’
I
C
T
attitu
d
es d
if
f
er
s
ig
n
if
ican
tly
b
y
g
en
d
er
a
n
d
s
ch
o
o
l m
an
ag
e
m
en
t
ty
p
e?
−
Ar
e
th
er
e
s
ig
n
if
ican
t
d
if
f
er
en
c
es in
I
C
T
attitu
d
es a
cr
o
s
s
teac
h
in
g
ex
p
er
ien
ce
lev
els?
−
Do
ed
u
ca
tio
n
al
q
u
alif
icatio
n
s
in
f
lu
en
ce
th
e
a
f
f
ec
tiv
e,
c
o
g
n
iti
v
e,
an
d
b
eh
a
v
io
r
al
attitu
d
es to
war
d
I
C
T
?
3.
M
E
T
H
O
D
T
h
e
s
tu
d
y
co
n
d
u
cted
a
q
u
an
ti
tativ
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
t
o
m
ea
s
u
r
e
teac
h
er
s
’
attitu
d
es
to
war
d
th
e
u
s
e
o
f
I
C
T
am
o
n
g
h
ig
h
er
s
ec
o
n
d
ar
y
teac
h
e
r
s
in
Ma
n
i
p
u
r
.
Prim
ar
y
d
ata
was
g
ath
er
e
d
u
s
in
g
a
q
u
esti
o
n
n
air
e.
T
h
er
e
wer
e
two
s
ec
tio
n
s
to
th
e
s
u
r
v
ey
.
T
h
e
f
ir
s
t
s
ec
tio
n
is
teac
h
er
s
’
d
em
o
g
r
ap
h
ic
in
f
o
r
m
a
tio
n
.
I
n
th
is
s
ec
tio
n
,
g
en
d
er
,
s
ch
o
o
l
ty
p
e,
teac
h
in
g
ex
p
er
ien
ce
,
an
d
d
eg
r
ee
o
f
ed
u
ca
tio
n
o
f
th
e
r
esp
o
n
d
e
n
ts
wer
e
all
g
ath
er
e
d
b
y
th
e
r
esear
ch
er
.
T
h
e
s
ec
o
n
d
s
ec
tio
n
was
th
e
s
tan
d
ar
d
ized
I
C
T
att
itu
d
e
s
ca
le
d
ev
elo
p
ed
b
y
Alb
i
r
in
i
[
2
6
]
,
co
n
s
is
tin
g
o
f
2
0
item
s
p
r
o
v
id
e
d
o
n
a
L
ik
er
t
-
ty
p
e
s
ca
le,
r
an
g
in
g
f
r
o
m
s
tr
o
n
g
ly
d
is
ag
r
ee
to
s
tr
o
n
g
ly
ag
r
ee
.
T
h
e
AT
I
C
T
s
ca
le
was
d
ev
elo
p
ed
f
o
r
Sy
r
ia
n
E
n
g
lis
h
as
a
f
o
r
eig
n
la
n
g
u
a
g
e
(
E
FL)
teac
h
er
;
h
o
wev
er
,
th
e
p
r
esen
t
s
tu
d
y
was
co
n
d
u
cte
d
am
o
n
g
Ma
n
ip
u
r
,
I
n
d
ia
’
s
h
i
g
h
er
s
ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
er
s
.
Alth
o
u
g
h
th
e
AT
I
C
T
s
ca
le
was
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
4
1
9
-
2
4
2
7
2422
d
esig
n
ed
f
o
r
th
e
Sy
r
ia
n
E
FL
c
o
n
tex
t,
its
co
n
s
tr
u
cts
(
af
f
ec
tiv
e,
co
g
n
itiv
e,
a
n
d
b
eh
av
i
o
r
al)
c
an
b
e
co
n
s
id
er
e
d
a
s
g
en
er
al
d
im
en
s
io
n
s
o
f
AT
I
C
T
.
T
o
b
e
co
n
tex
t
-
s
p
ec
if
ic,
th
e
in
s
tr
u
m
en
t
was
s
u
b
ject
to
ex
p
er
t
v
alid
atio
n
,
lin
g
u
is
tic
m
o
d
if
icatio
n
an
d
cu
ltu
r
al
ad
ap
tatio
n
.
T
h
e
r
elev
a
n
ce
o
f
co
n
ten
t
an
d
eq
u
i
v
alen
ce
o
f
co
n
s
tr
u
cts
wer
e
r
ev
iewe
d
b
y
f
iv
e
ex
p
e
r
ts
in
th
e
f
ield
o
f
ed
u
ca
tio
n
an
d
s
o
cial
s
cien
ce
.
I
tem
s
wer
e
ch
ec
k
ed
f
o
r
s
em
an
tic
clar
ity
,
co
n
tex
t
s
u
itab
ilit
y
,
an
d
co
n
s
is
ten
cy
.
T
h
is
p
r
o
ce
d
u
r
e
p
r
o
m
o
t
es
f
u
n
ctio
n
al
eq
u
iv
alen
ce
r
at
h
er
th
an
a
s
tr
ict
o
r
liter
al
tr
an
s
latio
n
o
f
th
e
in
s
tr
u
m
en
t,
an
d
at
th
e
s
am
e
tim
e
m
ain
tain
s
th
e
th
eo
r
etica
l
f
r
a
m
ewo
r
k
b
e
h
in
d
th
e
in
s
tr
u
m
en
t
an
d
e
n
s
u
r
es
co
n
te
x
tu
al
v
alid
atio
n
.
B
ased
o
n
t
h
e
ir
s
u
g
g
esti
o
n
s
,
th
e
s
ca
le
item
n
u
m
b
er
s
1
,
2
,
8
,
9
,
an
d
1
3
wer
e
m
o
d
if
ied
.
Utilizin
g
s
tatis
tical
p
ac
k
ag
e
f
o
r
s
o
ci
al
s
cien
ce
(
SPSS
)
v
er
s
io
n
2
3
,
C
r
o
n
b
ac
h
’
s
alp
h
a
was
co
m
p
u
ted
f
r
o
m
th
e
p
ilo
t
s
tu
d
y
d
ata.
All
n
eg
ativ
e
s
tatem
en
ts
o
n
t
h
e
L
ik
e
r
t
s
ca
le
wer
e
r
ev
er
s
e
-
co
d
ed
to
m
ain
tain
co
n
s
is
ten
cy
.
T
h
e
C
r
o
n
b
ac
h
’
s
α
r
eliab
ilit
y
co
e
f
f
ic
ien
t
f
o
r
th
e
s
ca
le
was
0
.
8
0
(
AT
I
C
T
)
,
wh
ich
is
r
eg
ar
d
e
d
as satis
f
ac
to
r
y
b
y
B
l
an
d
an
d
Altm
an
[
2
7
]
.
Alth
o
u
g
h
th
e
AT
I
C
T
s
ca
le
o
f
f
er
s
a
v
alid
an
d
th
eo
r
etica
lly
s
u
p
p
o
r
ted
to
o
l
f
o
r
m
ea
s
u
r
in
g
p
ed
ag
o
g
ical
tech
n
o
lo
g
y
attitu
d
e
am
o
n
g
t
ea
ch
er
s
,
th
e
cu
r
r
e
n
t
s
tu
d
y
is
b
ased
s
o
lely
o
n
s
elf
-
r
ep
o
r
tin
g
,
wh
ich
m
a
y
b
e
in
f
lu
en
ce
d
b
y
s
o
cial
d
esira
b
ilit
y
b
ias,
p
er
ce
iv
ed
p
r
o
f
ess
io
n
al
ex
p
ec
tatio
n
s
,
a
n
d
r
esp
o
n
d
en
ts
’
s
u
b
jectiv
e
in
ter
p
r
etatio
n
s
o
f
th
eir
o
wn
in
s
tr
u
ctio
n
al
p
r
ac
tice.
T
ea
ch
er
s
wh
o
s
e
ad
m
in
is
tr
atio
n
s
attem
p
t
to
en
co
u
r
ag
e
th
e
u
s
e
o
f
tech
n
o
lo
g
y
i
n
th
eir
s
ch
o
o
ls
ten
d
to
h
av
e
p
o
s
itiv
e
a
ttit
u
d
es
to
war
d
s
im
p
lem
en
tin
g
tech
n
o
lo
g
y
,
ev
e
n
th
o
u
g
h
th
eir
im
p
lem
e
n
tatio
n
m
ay
n
o
t
b
e
r
ep
r
esen
ted
ef
f
ec
t
iv
ely
in
th
eir
ac
tu
al
teac
h
in
g
.
As
s
u
ch
,
th
e
r
esu
lts
o
f
th
is
r
esear
c
h
m
u
s
t
b
e
i
n
ter
p
r
eted
o
n
ly
as
in
d
icat
o
r
s
o
f
th
e
r
esear
c
h
s
u
b
jects
’
p
er
ce
iv
ed
r
ea
d
in
ess
an
d
AT
I
C
T
u
s
in
g
tech
n
o
lo
g
y
,
r
ath
er
th
an
an
in
d
icatio
n
o
f
h
o
w
th
ey
u
s
e
tech
n
o
l
o
g
y
f
o
r
i
n
s
tr
u
ctio
n
.
T
h
e
p
o
p
u
latio
n
co
m
p
r
is
ed
1
,
9
7
7
h
i
g
h
er
s
ec
o
n
d
a
r
y
teac
h
er
s
(
p
r
iv
ate
s
ch
o
o
l
teac
h
er
s
:
1
,
2
8
1
;
g
o
v
er
n
m
en
t:
6
9
6
)
f
r
o
m
Ma
n
i
p
u
r
.
A
p
r
o
p
o
r
tio
n
ate
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
p
r
o
ce
d
u
r
e
was
co
n
d
u
cted
with
m
an
ag
em
en
t
(
p
r
iv
ate
v
s
.
g
o
v
er
n
m
en
t
)
as
th
e
s
tr
ata.
Pro
p
o
r
tio
n
s
wer
e
ca
lcu
lated
f
r
o
m
th
e
p
o
p
u
latio
n
:
p
r
iv
ate=
1
,
2
8
1
/1
,
9
7
7
=
0
.
6
4
8
an
d
g
o
v
er
n
m
e
n
t=6
9
6
/
1
,
9
7
7
=0
.
3
5
2
.
An
i
n
itial
tar
g
et
s
am
p
le
o
f
1
,
1
0
0
was
d
r
aw
n
p
r
o
p
o
r
tio
n
ally
(
p
r
i
v
ate:
7
1
3
;
g
o
v
er
n
m
e
n
t:
3
8
7
)
.
Af
ter
d
ata
c
o
llectio
n
an
d
clea
n
in
g
,
wh
ich
in
clu
d
ed
r
em
o
v
in
g
non
-
r
esp
o
n
s
es,
in
co
m
p
lete
q
u
esti
o
n
n
air
es,
an
d
in
elig
ib
le
ca
s
es,
1
,
0
0
0
u
s
ab
le
r
esp
o
n
s
es
r
em
ain
ed
an
d
wer
e
r
etain
ed
f
o
r
an
aly
s
is
(
p
r
iv
ate:
6
4
6
;
g
o
v
e
r
n
m
e
n
t:
3
5
4
)
.
Utilizin
g
th
e
SP
SS
v
er
s
io
n
2
3
,
th
e
d
ata
g
ath
e
r
ed
f
r
o
m
r
esear
ch
p
ar
ticip
an
ts
th
r
o
u
g
h
th
e
AT
I
C
T
s
ca
le
wer
e
an
aly
ze
d
an
d
ass
ess
ed
.
All
2
0
s
tatem
en
ts
r
eg
ar
d
in
g
teac
h
er
s
’
attitu
d
es
to
war
d
I
C
T
u
s
e
wer
e
ask
ed
,
an
d
th
e
m
e
asu
r
es
o
f
th
e
a
f
f
ec
tiv
e,
co
g
n
itiv
e,
an
d
b
eh
av
io
r
al
asp
ec
ts
o
f
I
C
T
attitu
d
e
wer
e
in
ten
d
ed
to
b
e
o
b
tain
e
d
f
r
o
m
th
e
item
s
.
Sin
ce
th
e
d
ata
wer
e
n
o
t
n
o
r
m
ally
d
is
tr
ib
u
ted
,
n
o
n
-
p
a
r
am
etr
ic
te
s
ts
wer
e
d
o
n
e
f
o
r
g
r
o
u
p
c
o
m
p
ar
is
o
n
s
.
T
h
e
d
ata
c
o
llected
wer
e
an
aly
ze
d
u
s
in
g
th
e
Ma
n
n
-
W
h
itn
ey
U
test
an
d
th
e
Kr
u
s
k
al
-
W
allis
t
est to
m
ea
s
u
r
e
th
e
v
ar
iab
les.
4.
RE
SU
L
T
S
T
h
e
teac
h
er
s
’
AT
I
C
T
u
s
es
in
Ma
n
ip
u
r
,
I
n
d
ia,
was
f
o
u
n
d
to
b
e
h
ig
h
.
On
ly
a
v
er
y
s
m
all
p
er
ce
n
tag
e
o
f
th
e
teac
h
er
s
s
tr
o
n
g
ly
d
is
ag
r
ee
d
o
r
d
is
ag
r
ee
d
with
th
e
s
tate
m
en
ts
th
at
r
elate
to
th
e
u
s
e
o
f
I
C
T
,
wh
ile
n
ea
r
ly
h
alf
o
f
th
e
r
esp
o
n
d
en
ts
s
tr
o
n
g
ly
ag
r
ee
d
an
d
ag
r
ee
d
.
A
m
o
d
er
ate
p
r
o
p
o
r
tio
n
r
em
ain
ed
n
eu
tr
al,
wh
ich
wo
u
ld
s
u
g
g
est
th
at
o
n
ly
a
s
m
all
m
in
o
r
ity
o
f
teac
h
er
s
ar
e
u
n
ce
r
tain
ab
o
u
t
th
e
in
te
g
r
atio
n
o
f
I
C
T
.
Ab
o
u
t
4
9
.
3
%
o
f
th
e
r
esp
o
n
d
en
ts
wer
e
in
s
tr
o
n
g
a
g
r
ee
m
en
t,
a
n
d
3
1
.
4
%
ag
r
ee
d
o
n
p
o
s
itiv
e
s
tatem
en
ts
r
elate
d
t
o
th
e
u
s
e
o
f
I
C
T
in
ed
u
ca
tio
n
,
wh
ile
a
v
e
r
y
s
m
all
n
u
m
b
er
o
f
p
ar
ticip
an
ts
e
x
p
r
es
s
ed
d
is
ag
r
ee
m
en
t
(
5
.
4
%)
o
r
s
tr
o
n
g
d
is
ag
r
ee
m
e
n
t
(
2
.
6
%).
A
n
e
u
tr
al
r
esp
o
n
s
e
w
as
r
ec
eiv
ed
f
r
o
m
1
1
.
2
%
o
f
th
e
teac
h
er
s
.
T
h
e
h
ig
h
v
alu
e
o
f
th
e
o
v
er
all
m
ea
n
(
M=
4
.
2
8
,
SD=0
.
6
0
)
in
d
icate
s
th
at
h
ig
h
er
s
ec
o
n
d
ar
y
teac
h
er
s
h
av
e
a
v
er
y
o
p
tim
is
tic
attitu
d
e
in
u
s
in
g
I
C
T
f
o
r
teac
h
in
g
–
lear
n
i
n
g
.
T
h
e
r
esu
lt
r
ev
ea
led
th
at
m
o
s
t
o
f
th
e
t
ea
ch
er
s
h
av
e
a
p
o
s
itiv
e
AT
I
C
T
,
im
p
ly
in
g
th
at
teac
h
er
s
h
o
ld
a
c
o
n
s
is
ten
t a
n
d
h
o
m
o
g
en
eo
u
s
p
o
s
itiv
e
AT
I
C
T
u
s
e
in
teac
h
in
g
a
n
d
lear
n
in
g
.
T
h
e
an
aly
s
is
r
ev
ea
le
d
s
ig
n
if
i
ca
n
t
g
en
d
er
-
b
ased
d
if
f
e
r
en
ce
s
in
two
o
u
t
o
f
th
r
ee
attitu
d
e
d
o
m
ain
s
to
war
d
I
C
T
u
s
e.
Acc
o
r
d
in
g
to
th
eir
h
i
g
h
er
m
ea
n
r
an
k
s
,
m
ale
teac
h
er
s
d
em
o
n
s
tr
ated
s
ig
n
if
ican
tly
m
o
r
e
p
o
s
itiv
e
af
f
ec
tiv
e
attitu
d
es
an
d
co
g
n
itiv
e
attitu
d
es
th
an
f
em
ale
teac
h
er
s
,
as
s
h
o
wn
in
T
ab
l
e
1
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
m
ale
teac
h
er
s
te
n
d
to
em
o
tio
n
ally
ap
p
r
ec
iate
I
C
T
m
o
r
e
an
d
co
g
n
itiv
ely
v
i
ew
it
a
s
u
s
ef
u
l
an
d
r
elev
an
t
in
teac
h
in
g
.
I
n
c
o
n
tr
a
s
t,
n
o
s
tatis
tical
ly
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
g
en
d
er
s
e
m
er
g
ed
with
r
esp
ec
t
to
th
e
b
e
h
av
io
r
al
d
o
m
ain
.
I
n
s
titu
tio
n
al
s
u
p
p
o
r
t
f
o
r
th
eir
e
m
p
lo
y
ee
s
h
as
a
g
r
ea
ter
im
p
a
ct
th
an
d
e
m
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
.
Po
licies
f
o
cu
s
ed
o
n
d
ev
elo
p
in
g
th
e
en
tire
in
s
titu
tio
n
will
h
av
e
m
o
r
e
p
o
s
itiv
e
o
u
tco
m
es
th
a
n
d
ev
elo
p
in
g
o
n
ly
t
h
e
tar
g
eted
g
r
o
u
p
o
f
em
p
lo
y
ee
s
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
m
ales
an
d
f
e
m
ales
m
ay
d
i
f
f
er
in
th
eir
attitu
d
e
ab
o
u
t,
a
n
d
wh
at
th
ey
th
in
k
o
f
I
C
T
,
m
ale
a
n
d
f
em
ale
teac
h
er
s
u
s
e
I
C
T
in
p
r
a
ctice
to
r
o
u
g
h
ly
th
e
s
am
e
d
eg
r
ee
.
Fro
m
h
e
r
e,
o
n
e
m
ay
in
f
er
th
at
b
e
h
av
io
r
al
I
C
T
-
u
s
e
is
d
eter
m
in
ed
b
y
in
s
titu
ti
o
n
al
r
eq
u
ir
e
m
en
ts
o
r
th
e
av
ailab
ilit
y
o
f
I
C
T
f
ac
ilit
ies r
ath
er
th
an
b
y
g
e
n
d
er
-
s
p
ec
if
ic
p
r
ed
is
p
o
s
itio
n
s
.
T
h
e
r
esu
lts
in
d
icate
d
s
ig
n
if
ic
an
t
d
if
f
e
r
en
ce
s
in
th
e
attitu
d
e
s
o
f
teac
h
e
r
s
to
war
d
I
C
T
u
s
e
ac
r
o
s
s
all
th
r
ee
d
o
m
ain
s
wh
en
co
m
p
ar
in
g
g
o
v
e
r
n
m
en
t
an
d
p
r
iv
ate
s
ch
o
o
l
teac
h
er
s
.
Go
v
er
n
m
e
n
t
s
ch
o
o
l
teac
h
er
s
r
ep
o
r
ted
s
ig
n
if
ican
tly
h
ig
h
er
af
f
ec
tiv
e,
c
o
g
n
itiv
e,
an
d
b
e
h
a
v
io
r
al
attitu
d
es,
as
r
ef
lecte
d
i
n
th
eir
s
ig
n
if
ican
tly
h
ig
h
er
m
ea
n
r
a
n
k
s
,
as
s
h
o
wn
in
T
ab
le
2
.
T
h
is
co
u
ld
b
e
co
n
s
is
ten
tly
r
ef
lectiv
e
o
f
b
etter
ac
ce
s
s
to
g
o
v
er
n
m
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
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d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
a
ttit
u
d
es to
w
a
r
d
I
C
T in
teg
r
a
tio
n
in
h
ig
h
er seco
n
d
a
r
y
ed
u
ca
tio
n
:
… (
N
in
g
ch
u
iliu
Ga
n
g
mei
)
2423
I
C
T
in
itiativ
es,
h
ig
h
er
ex
p
o
s
u
r
es
to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
,
an
d
th
e
in
s
t
itu
tio
n
al
em
p
h
asis
p
lace
d
o
n
d
ig
ital
to
o
l
in
te
g
r
atio
n
in
g
o
v
er
n
m
en
t
s
ch
o
o
ls
.
Acc
ess
to
an
d
th
e
u
s
e
o
f
tech
n
o
l
o
g
y
will
b
e
lim
ite
d
f
o
r
teac
h
er
s
wh
o
wo
r
k
i
n
p
r
i
v
ate
s
ch
o
o
ls
.
Fo
r
th
at
r
ea
s
o
n
,
in
v
estme
n
t
in
p
r
i
v
ate
s
ch
o
o
ls
is
n
ec
es
s
ar
y
to
ad
d
r
ess
is
s
u
es
with
tech
n
o
lo
g
y
in
s
ch
o
o
ls
,
an
d
th
ese
is
s
u
es
ca
n
o
n
ly
b
e
ad
d
r
ess
ed
th
r
o
u
g
h
tar
g
eted
ca
p
ac
ity
-
b
u
ild
in
g
o
p
p
o
r
tu
n
ities
.
C
ap
ac
ity
-
b
u
ild
in
g
will
allo
w
th
e
u
s
e
o
f
tech
n
o
lo
g
y
to
b
ec
o
m
e
co
n
s
is
ten
t
ac
r
o
s
s
all
s
ch
o
o
l
s
y
s
tem
s
.
T
h
er
e
is
an
i
m
p
o
r
tan
t
m
an
ag
em
e
n
t
-
b
ased
g
ap
in
th
e
p
r
ep
ar
e
d
n
ess
f
o
r
I
C
T
u
s
e
am
o
n
g
s
t
th
e
teac
h
er
s
o
f
Ma
n
ip
u
r
.
T
h
e
f
in
d
in
g
s
s
h
o
wed
v
a
r
y
in
g
p
atter
n
s
o
f
d
if
f
er
e
n
ce
s
ac
r
o
s
s
teac
h
in
g
ex
p
er
ie
n
ce
g
r
o
u
p
s
in
teac
h
er
s
’
attitu
d
es
to
war
d
I
C
T
u
s
e,
as
s
h
o
wn
in
T
ab
le
3
.
T
h
er
e
wer
e
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
t
h
e
af
f
ec
tiv
e
d
o
m
ain
ac
r
o
s
s
y
ea
r
s
o
f
teac
h
in
g
e
x
p
er
ien
ce
;
h
o
wev
er
,
s
tatis
tical
ly
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
wer
e
o
b
s
er
v
ed
in
th
e
co
g
n
itiv
e
a
n
d
b
eh
a
v
io
r
al
d
o
m
ain
s
.
T
h
e
co
g
n
itiv
e
an
d
b
e
h
av
io
r
al
attitu
d
e
o
f
teac
h
er
s
to
war
d
s
I
C
T
am
o
n
g
m
id
-
ca
r
ee
r
teac
h
er
s
is
s
ig
n
if
ican
tly
g
r
ea
ter
th
an
th
at
o
f
eith
er
ea
r
ly
-
ca
r
ee
r
o
r
late
-
ca
r
ee
r
teac
h
er
s
,
s
u
g
g
esti
n
g
th
at
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
I
C
T
in
to
th
e
class
r
o
o
m
d
ep
e
n
d
s
o
n
th
e
co
n
v
er
g
e
n
ce
o
f
p
e
d
ag
o
g
ical
m
atu
r
ity
an
d
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t.
Giv
en
th
e
lo
wer
lev
els
o
f
en
g
ag
em
e
n
t
f
o
u
n
d
am
o
n
g
ea
r
ly
-
an
d
late
-
ca
r
ee
r
teac
h
er
s
,
it
ca
n
b
e
s
u
r
m
is
ed
th
at
th
ey
h
av
e
d
if
f
er
en
tiated
n
ee
d
s
f
o
r
s
u
p
p
o
r
t.
Fro
m
a
p
o
licy
p
er
s
p
ec
tiv
e,
it
co
u
ld
b
e
s
aid
th
at
in
d
u
ctio
n
-
s
tag
e
teac
h
er
s
r
eq
u
ir
e
m
en
to
r
in
g
th
r
o
u
g
h
s
tr
u
ctu
r
ed
p
r
o
g
r
a
m
s
,
wh
ile
ex
p
er
ie
n
ce
d
teac
h
er
s
w
o
u
ld
lik
el
y
b
en
ef
it
m
o
r
e
f
r
o
m
tar
g
eted
d
ig
ital
s
k
ills
d
ev
e
lo
p
m
en
t
i
n
itiativ
es.
As a
r
esu
lt,
th
i
s
s
u
g
g
ests
th
at
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t stra
teg
ies s
h
o
u
ld
b
e
b
ased
u
p
o
n
a
s
y
s
tem
atize
d
ca
r
ee
r
s
tag
e
ap
p
r
o
ac
h
r
ath
e
r
th
a
n
a
u
n
if
o
r
m
d
eliv
er
y
s
tr
ateg
y
.
T
h
is
im
p
lies
th
at
m
id
-
ca
r
ee
r
teac
h
er
s
m
ay
b
ec
o
m
e
m
o
r
e
ad
a
p
tab
le,
m
o
r
e
ex
p
o
s
e
d
to
tr
ain
in
g
o
r
ie
n
ted
to
war
d
I
C
T
,
an
d
co
n
f
id
en
t
in
th
e
u
s
e
o
f
d
ig
ital
to
o
ls
th
a
n
th
eir
less
-
ex
p
er
ien
ce
d
o
r
h
i
g
h
l
y
s
en
io
r
co
u
n
ter
p
a
r
ts
.
T
ab
le
1
.
Ma
n
n
-
W
h
itn
ey
U
test
r
an
k
s
an
d
s
tatis
tics
f
o
r
g
en
d
er
V
a
r
i
a
b
l
e
G
e
n
d
e
r
N
M
e
a
n
r
a
n
k
M
a
n
n
-
W
h
i
t
n
e
y
U
Z
p
A
f
f
e
c
t
i
v
e
d
o
ma
i
n
M
a
l
e
4
3
0
5
2
4
.
5
5
1
1
2
2
1
0
.
5
0
0
-
2
.
3
1
1
0
.
0
2
1
F
e
mal
e
5
7
0
4
8
2
.
3
6
C
o
g
n
i
t
i
v
e
d
o
ma
i
n
M
a
l
e
4
3
0
5
2
4
.
0
3
1
1
2
4
3
3
.
5
0
0
-
2
.
2
4
5
0
.
0
2
5
F
e
mal
e
5
7
0
4
8
2
.
7
5
B
e
h
a
v
i
o
r
a
l
d
o
m
a
i
n
M
a
l
e
4
3
0
5
0
3
.
0
5
1
2
1
4
5
4
.
0
0
0
-
0
.
2
4
8
0
.
8
0
4
F
e
mal
e
5
7
0
4
9
8
.
5
8
T
ab
le
2
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v
e
m
o
r
e
i
m
p
a
c
t
t
h
a
n
s
i
m
p
l
y
r
e
l
y
i
n
g
o
n
i
n
-
s
e
r
v
i
c
e
w
o
r
k
s
h
o
p
s
t
o
p
r
o
v
i
d
e
th
i
s
t
r
a
i
n
i
n
g
.
5.
DIS
CU
SS
I
O
N
T
h
e
k
ey
co
n
tr
i
b
u
tio
n
o
f
t
h
is
r
esear
ch
is
n
o
t
o
n
ly
co
n
f
ir
m
in
g
th
at
teac
h
er
s
in
Ma
n
ip
u
r
h
a
v
e
p
o
s
itiv
e
attitu
d
es
to
war
d
s
I
C
T
,
b
u
t
also
s
h
o
win
g
h
o
w
th
e
p
o
s
itiv
e
a
ttit
u
d
es
wer
e
g
e
n
er
ated
b
y
th
e
in
s
titu
tio
n
al
an
d
p
r
o
f
ess
io
n
al
co
n
d
itio
n
s
.
I
t
h
as
b
ee
n
s
h
o
wn
th
at,
c
o
n
s
is
ten
t
with
tech
n
o
lo
g
y
ac
ce
p
tan
ce
th
eo
r
y
[
1
1
]
,
th
er
e
ar
e
s
tr
o
n
g
er
p
o
s
itiv
e
af
f
ec
tiv
e
an
d
co
g
n
itiv
e
p
e
r
ce
p
tio
n
s
ass
o
ciate
d
with
s
tr
o
n
g
er
b
eh
av
io
r
al
d
is
p
o
s
itio
n
s
to
war
d
I
C
T
u
s
e.
Stu
d
ies
s
h
o
wed
th
at
wh
ile
attitu
d
es
ar
e
im
p
o
r
ta
n
t
in
in
f
lu
en
cin
g
a
n
im
p
lem
en
t
atio
n
p
r
o
ce
s
s
,
th
ese
ar
e
r
eq
u
ir
ed
in
co
m
b
in
atio
n
w
ith
cr
itical
en
a
b
lin
g
co
m
p
o
n
e
n
ts
to
war
d
ef
f
ec
tu
al
o
u
tc
o
m
es
[
6
]
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
p
r
o
v
i
d
e
f
u
r
th
er
ev
i
d
en
ce
o
f
th
is
s
h
if
t
in
th
e
o
r
y
b
y
s
h
o
win
g
th
at
v
ar
iatio
n
s
in
I
C
T
attitu
d
es
ar
e
m
o
r
e
clo
s
ely
alig
n
ed
with
p
r
o
f
ess
io
n
al
v
ar
iab
les
th
an
with
o
t
h
er
d
em
o
g
r
a
p
h
ic
v
a
r
iab
les,
an
d
th
er
ef
o
r
e,
t
h
e
attitu
d
e
o
f
th
e
teac
h
er
s
h
o
u
ld
b
e
v
ie
wed
as
an
in
d
icato
r
o
f
in
s
tit
u
tio
n
al
r
ea
d
in
ess
f
o
r
I
C
T
an
d
n
o
t
s
im
p
ly
as
an
in
d
iv
id
u
al
p
s
y
ch
o
lo
g
ical
v
ar
i
ab
le.
W
h
ile
s
lig
h
t
af
f
ec
tiv
e
an
d
co
g
n
itiv
e
d
if
f
er
en
ce
s
m
ay
ex
is
t,
th
e
lack
o
f
b
eh
av
io
r
al
d
if
f
e
r
en
ce
s
s
u
g
g
ests
th
at
g
en
d
e
r
h
as
litt
le
o
r
n
o
im
p
ac
t
o
n
th
e
ac
t
u
al
u
s
e
o
f
I
C
T
wh
en
s
tr
u
ctu
r
al
co
n
d
itio
n
s
ar
e
co
m
p
ar
ab
le
,
as
n
o
ted
b
y
Van
eg
as
et
a
l.
[
14
]
,
wh
er
e
an
in
d
i
v
id
u
al
d
e
m
o
g
r
ap
h
ic
p
r
ed
icto
r
f
o
r
I
C
T
u
s
e
to
b
e
o
v
er
r
id
d
en
b
y
t
h
e
in
s
titu
tio
n
al
f
ac
to
r
s
in
d
eter
m
in
atio
n
th
e
p
atter
n
an
d
ex
te
n
t
o
f
I
C
T
u
s
e.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
ts
th
at
s
y
s
tem
atic
ca
p
ac
ity
-
b
u
ild
in
g
m
ay
h
av
e
a
g
r
ea
ter
im
p
ac
t
t
h
an
d
em
o
g
r
ap
h
ic
-
b
ased
in
ter
v
en
tio
n
s
.
Ho
wev
er
,
d
if
f
er
en
ce
s
ac
r
o
s
s
s
ch
o
o
l
m
an
a
g
em
en
t
ty
p
es
we
r
e
m
o
r
e
ev
alu
ativ
ely
s
ig
n
if
ican
t
th
an
wer
e
d
if
f
er
e
n
ce
s
f
o
u
n
d
b
etw
ee
n
s
ch
o
o
ls
with
in
a
p
ar
ticu
lar
m
an
ag
e
m
en
t
ty
p
e.
T
h
e
h
ig
h
er
attitu
d
es
o
f
teac
h
er
s
in
g
o
v
er
n
m
en
t
s
ch
o
o
ls
as
co
m
p
ar
ed
to
p
r
iv
ate
s
ch
o
o
ls
alig
n
ed
with
th
e
p
r
ev
io
u
s
liter
atu
r
e
ass
er
tin
g
th
e
r
o
le
o
f
in
f
r
astru
ctu
r
e
p
r
o
v
is
io
n
,
p
o
licy
-
b
ased
in
itiativ
es;
an
d
s
tr
u
ctu
r
ed
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
in
cr
ea
s
in
g
teac
h
er
s
’
tech
n
o
lo
g
y
r
ea
d
in
ess
[
1
3
]
.
T
h
er
ef
o
r
e,
r
eg
io
n
al
p
lan
n
e
r
s
s
h
o
u
ld
m
ak
e
s
u
r
e
th
at
b
o
th
g
o
v
er
n
m
en
t
a
n
d
p
r
iv
ate
in
s
titu
tio
n
s
h
av
e
eq
u
itab
le
a
cc
ess
to
tech
n
o
lo
g
y
r
eso
u
r
ce
s
an
d
o
r
g
an
ized
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
f
ess
io
n
al
g
r
o
wth
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
a
ttit
u
d
es to
w
a
r
d
I
C
T in
teg
r
a
tio
n
in
h
ig
h
er seco
n
d
a
r
y
ed
u
ca
tio
n
:
… (
N
in
g
ch
u
iliu
Ga
n
g
mei
)
2425
On
th
e
o
th
er
h
a
n
d
,
teac
h
er
s
f
r
o
m
t
h
e
m
i
d
-
ca
r
ee
r
g
r
o
u
p
s
h
o
wed
th
e
m
o
s
t
c
o
g
n
itiv
e
an
d
b
eh
av
io
r
al
en
g
ag
em
e
n
t
as
th
ey
m
ay
h
a
v
e
b
en
ef
ited
f
r
o
m
jo
in
in
g
teac
h
i
n
g
ef
f
icac
y
,
au
to
n
o
m
y
,
a
n
d
c
o
n
tin
u
o
u
s
ex
p
o
s
u
r
e
to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
th
at
en
ab
les
th
em
to
u
s
e
th
eir
co
m
p
eten
ce
i
n
I
C
T
m
o
r
e
e
f
f
e
ctiv
ely
th
an
n
o
v
ice
an
d
late
-
ca
r
ee
r
teac
h
er
s
.
T
h
e
d
if
f
er
en
ce
s
in
teac
h
er
s
’
attitu
d
es
ac
r
o
s
s
teac
h
in
g
e
x
p
er
ien
c
e
s
h
o
w
th
at
th
er
e
is
a
n
ec
ess
ity
f
o
r
u
s
in
g
d
if
f
er
en
t
m
eth
o
d
s
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
L
ate
-
ca
r
ee
r
teac
h
er
s
co
u
ld
g
ain
f
r
o
m
p
r
o
g
r
a
m
s
s
p
ec
if
ically
aim
ed
a
t
d
ev
elo
p
in
g
th
eir
s
k
ills
in
d
i
g
ital
tech
n
o
lo
g
ies
to
ac
h
iev
e
ad
ap
tiv
e
in
s
tr
u
ctio
n
al
ch
an
g
e,
wh
er
ea
s
ea
r
ly
-
ca
r
ee
r
teac
h
er
s
m
ay
r
eq
u
ir
e
m
o
r
e
s
tr
u
ctu
r
ed
m
en
to
r
in
g
s
u
p
p
o
r
t
r
eg
ar
d
in
g
th
e
im
p
lem
en
tatio
n
o
f
I
C
T
in
th
eir
class
r
o
o
m
s
.
T
h
e
s
ig
n
if
ican
ce
o
f
teac
h
er
s
’
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
ad
d
s
weig
h
t
to
th
e
ar
g
u
m
en
t
r
e
g
ar
d
in
g
th
e
r
o
le
o
f
i
n
s
titu
tio
n
al
co
n
tex
t.
T
ea
c
h
er
s
wh
o
h
av
e
f
o
r
m
al
p
e
d
ag
o
g
ical
q
u
alif
icatio
n
s
s
u
ch
as
B
.
E
d
.
o
r
M.
E
d
.
ex
h
ib
ited
h
ig
h
e
r
le
v
e
ls
o
f
m
u
lti
-
d
im
en
s
io
n
al
r
ea
d
i
n
ess
;
th
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
[
6
]
,
[
1
6
]
,
wh
ich
in
d
ic
ated
th
at
in
teg
r
atin
g
tech
n
o
-
p
ed
ag
o
g
ical
tr
ain
in
g
p
o
s
itiv
ely
af
f
ec
ts
teac
h
er
s
’
co
n
f
id
en
ce
an
d
ab
ilit
y
to
u
s
e
tech
n
o
lo
g
y
in
th
e
class
r
o
o
m
.
T
h
e
s
ig
n
if
ican
ce
o
f
in
co
r
p
o
r
atin
g
tech
n
o
-
p
e
d
ag
o
g
ical
tr
ain
in
g
in
to
p
r
e
-
s
er
v
ice
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
is
s
h
o
wn
b
y
th
e
co
n
s
id
er
ab
le
c
o
r
r
elatio
n
f
o
u
n
d
b
etwe
en
p
r
o
f
ess
io
n
al
q
u
ali
f
icatio
n
an
d
m
u
lti
-
d
im
en
s
io
n
al
I
C
T
r
ea
d
in
ess
.
I
n
s
tead
o
f
d
ep
e
n
d
in
g
o
n
ly
o
n
b
r
ief
i
n
-
s
er
v
ice
s
em
in
ar
s
,
in
c
o
r
p
o
r
ati
n
g
I
C
T
p
ed
ag
o
g
y
in
t
o
B
.
E
d
.
a
n
d
M.
E
d
.
p
r
o
g
r
a
m
s
,
an
d
r
eg
u
lar
h
an
d
s
-
o
n
tr
ain
i
n
g
o
n
I
C
T
m
ay
p
r
o
v
id
e
a
m
o
r
e
v
ia
b
le
r
o
u
te
f
o
r
lo
n
g
-
ter
m
d
ig
ital
tr
an
s
f
o
r
m
atio
n
.
T
h
e
p
o
s
t
-
C
OVI
D
-
1
9
s
itu
atio
n
p
r
o
v
id
es
a
lar
g
e
r
co
n
te
x
t
in
wh
ich
th
ese
r
esu
lts
m
u
s
t
b
e
u
n
d
er
s
to
o
d
.
W
h
ile
th
e
p
an
d
e
m
ic
h
as h
asten
ed
teac
h
e
r
s
’
awa
r
en
ess
o
f
tec
h
n
o
lo
g
y
to
o
ls
an
d
th
en
en
co
u
r
ag
ed
th
eir
attitu
d
es
to
war
d
s
I
C
T
s
,
it
h
as
also
r
ev
ea
led
an
d
ex
ac
er
b
ated
in
s
titu
tio
n
al
in
eq
u
alities
.
Hen
ce
,
th
e
r
esu
lts
s
h
o
wn
h
er
e
in
d
icate
th
at
th
er
e
a
r
e
p
o
s
iti
v
e
attitu
d
es
to
g
eth
er
with
n
o
n
-
h
o
m
o
g
e
n
eo
u
s
im
p
lem
en
ta
tio
n
lev
els
th
at
ar
e
m
o
s
tly
p
r
ed
eter
m
i
n
ed
b
y
tec
h
n
o
lo
g
ical
in
f
r
astru
ctu
r
al
attr
ib
u
tes.
Als
o
co
n
s
is
ten
t
with
cu
r
r
en
t
ac
a
d
em
ic
o
b
s
er
v
atio
n
s
.
I
n
alig
n
m
en
t
w
ith
th
is
p
atter
n
,
r
ec
en
t
r
esear
ch
h
as
in
d
icate
d
th
e
en
h
a
n
ce
m
en
t
o
f
tech
n
o
lo
g
y
ac
ce
p
tan
ce
as
well
a
s
p
r
ev
alen
t
d
is
p
ar
ities
in
it
s
im
p
lem
en
tatio
n
b
ased
o
n
r
elate
d
co
n
s
tr
ai
n
ts
[
2
8
]
,
[
29
]
.
Fro
m
th
e
v
iewp
o
in
t
o
f
an
e
d
u
ca
tio
n
al
ass
ess
m
en
t,
th
e
r
esu
lts
p
r
o
v
id
e
e
v
id
en
ce
th
at
I
C
T
attitu
d
e
f
u
n
ctio
n
s
as
a
r
ea
d
in
ess
f
ac
to
r
an
d
n
o
t
o
n
l
y
as
a
p
s
y
ch
o
lo
g
ical
s
tate.
T
h
e
o
v
er
all
p
o
s
itiv
e
attitu
d
es
to
war
d
th
e
in
teg
r
atio
n
o
f
I
C
T
an
d
th
e
d
if
f
er
en
ce
s
b
et
wee
n
in
s
titu
tio
n
s
in
d
icate
th
at
teac
h
er
u
n
willin
g
n
ess
is
n
o
t
th
e
p
r
im
ar
y
b
ar
r
ier
to
I
C
T
in
teg
r
atio
n
.
T
h
e
alig
n
m
en
t
o
f
teac
h
er
r
ea
d
in
ess
with
r
esp
ec
t
to
tec
h
n
o
lo
g
y
,
in
f
r
a
s
tr
u
ctu
r
e,
an
d
p
o
licy
s
u
p
p
o
r
t
is
,
th
er
e
f
o
r
e,
a
cr
itical
o
p
p
o
r
tu
n
ity
f
o
r
a
d
v
an
cin
g
t
h
e
ef
f
ec
tiv
e
u
s
e
o
f
tech
n
o
lo
g
y
in
th
e
class
r
o
o
m
.
E
d
u
ca
tio
n
al
e
v
alu
atio
n
f
r
am
e
wo
r
k
s
s
h
o
u
ld
ass
ess
b
o
th
th
e
attitu
d
es
an
d
r
ea
d
in
ess
o
f
in
s
titu
tio
n
s
as
th
ey
p
er
tain
to
d
i
g
ital e
d
u
ca
tio
n
al
r
ef
o
r
m
to
m
ea
s
u
r
e
th
e
s
u
cc
ess
f
u
l im
p
lem
en
tatio
n
o
f
tech
n
o
lo
g
y
.
6.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
ass
ess
ed
th
e
attitu
d
es
o
f
teac
h
e
r
s
in
h
ig
h
er
s
ec
o
n
d
ar
y
s
ch
o
o
ls
o
f
Ma
n
ip
u
r
in
th
e
co
g
n
itiv
e
,
af
f
ec
tiv
e,
an
d
b
e
h
av
io
r
al
asp
ec
ts
o
f
I
C
T
in
teg
r
atio
n
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
th
e
teac
h
er
s
g
en
er
ally
h
a
v
e
a
p
o
s
itiv
e
AT
I
C
T
wo
r
k
,
th
u
s
co
n
f
ir
m
in
g
th
e
g
lo
b
al
o
b
s
er
v
atio
n
s
ab
o
u
t
th
e
in
cr
ea
s
ed
awa
r
en
ess
o
f
teac
h
er
s
ab
o
u
t
th
e
teac
h
in
g
ef
f
icac
y
o
f
I
C
T
s
.
A
p
o
s
itiv
e
attitu
d
e
is
th
u
s
n
o
t
g
e
n
er
al
b
u
t
d
ee
p
ly
d
eter
m
in
ed
b
y
th
e
o
r
g
an
izatio
n
al
co
n
d
itio
n
s
i
n
w
h
ich
teac
h
e
r
s
wo
r
k
.
T
h
e
two
m
o
s
t
im
p
o
r
ta
n
t
d
ete
r
m
in
in
g
v
ar
iab
les
ar
e
t
h
e
ty
p
e
o
f
s
ch
o
o
l
m
an
ag
em
e
n
t
an
d
th
e
teac
h
er
s
’
q
u
alif
icatio
n
s
.
T
e
ac
h
er
s
in
g
o
v
er
n
m
en
t
s
ch
o
o
ls
an
d
th
o
s
e
h
o
ld
in
g
p
r
o
f
ess
io
n
al
d
eg
r
ee
s
,
esp
ec
ially
M.
E
d
.
,
s
h
o
w
m
o
r
e
ac
tiv
e
e
n
g
ag
em
e
n
t
in
all
asp
ec
ts
o
f
th
e
attitu
d
e.
Gen
d
er
v
ar
iatio
n
s
wer
e
co
n
f
in
e
d
to
th
e
af
f
ec
tiv
e
an
d
co
g
n
itiv
e
p
a
r
ts
,
in
d
icatin
g
th
at
th
e
class
im
p
lem
en
tatio
n
asp
ec
ts
wer
e
n
o
t
in
f
lu
en
ce
d
,
an
d
th
e
p
r
im
ar
y
d
o
m
in
a
n
ce
o
f
th
e
in
s
titu
tio
n
al
co
n
s
tr
u
ct
o
v
er
th
e
g
en
d
er
c
o
n
s
tr
u
ct
h
as
b
ee
n
em
p
h
asized
.
B
ased
o
n
t
h
e
an
aly
s
is
,
th
e
attitu
d
es
o
f
te
ac
h
er
s
to
war
d
s
I
C
T
ar
e
p
r
esen
ted
n
o
t
with
in
th
e
co
n
tex
t
o
f
a
n
in
d
i
v
id
u
al
co
n
s
tr
u
ct
b
u
t
with
in
th
e
c
o
n
tex
t
o
f
an
o
u
tp
u
t
co
n
s
tr
u
ct
th
at
e
n
co
m
p
ass
es
th
e
s
y
s
tem
r
ea
d
in
ess
,
p
r
ep
ar
atio
n
,
an
d
in
s
titu
tio
n
al
co
n
s
tr
u
ct.
Desp
ite
th
e
co
n
tr
ib
u
tio
n
s
o
f
t
h
is
r
esear
ch
,
th
er
e
ar
e
lim
itat
io
n
s
as
well.
T
h
is
r
esear
ch
is
b
ased
o
n
s
elf
-
r
ep
o
r
tin
g
s
ca
les
r
elate
d
to
th
e
attitu
d
e
o
f
teac
h
e
r
s
to
war
d
s
th
e
I
C
T
to
o
l.
Alth
o
u
g
h
s
u
c
h
s
ca
les
ar
e
wid
ely
u
s
ed
an
d
v
alid
ated
,
s
elf
-
r
e
p
o
r
ted
r
esp
o
n
s
es
ar
e,
p
e
r
s
e,
s
u
s
ce
p
tib
le
to
a
m
ea
s
u
r
em
e
n
t
b
i
as,
in
clu
d
in
g
s
o
cial
d
esira
b
ilit
y
b
ias,
ac
q
u
iescen
ce
ef
f
ec
ts
,
an
d
r
esp
o
n
d
en
ts
’
ten
d
en
cy
to
o
v
er
s
tate
p
o
s
itiv
e
a
ttit
u
d
es
to
war
d
I
C
T
in
co
n
tex
ts
wh
er
e
t
h
e
u
s
e
o
f
tech
n
o
lo
g
y
is
in
s
titu
tio
n
ally
en
c
o
u
r
ag
e
d
o
r
s
o
cially
v
alu
ed
.
As
a
r
esu
lt,
th
e
r
ep
o
r
ted
attitu
d
es
m
ig
h
t
r
ef
lect
p
er
ce
iv
e
d
r
ea
d
in
ess
r
ath
er
t
h
an
wh
at
tak
es
p
lace
in
th
e
class
r
o
o
m
.
Fu
tu
r
e
ass
ess
m
en
t
r
esear
ch
s
h
o
u
ld
co
r
r
o
b
o
r
ate
s
u
r
v
ey
r
esu
lts
with
o
b
s
er
v
atio
n
s
in
th
e
class
r
o
o
m
,
with
r
ec
o
r
d
s
o
f
d
ig
ital
u
s
e,
an
d
with
in
d
icato
r
s
b
ased
o
n
p
e
r
f
o
r
m
an
ce
.
T
h
is
wo
u
ld
p
r
o
v
id
e
a
m
o
r
e
v
alid
an
d
p
r
ac
tice
-
b
ased
u
n
d
er
s
tan
d
in
g
o
f
I
C
T
attitu
d
es
an
d
th
eir
p
o
s
s
ib
le
tr
an
s
latio
n
in
t
o
class
r
o
o
m
b
eh
av
io
r
,
en
h
a
n
cin
g
an
d
p
r
o
v
id
in
g
s
tr
o
n
g
er
ev
id
en
ce
f
o
r
th
e
r
elatio
n
s
h
ip
b
etwe
en
attitu
d
es
an
d
ac
tu
al
I
C
T
in
teg
r
atio
n
.
Fu
tu
r
e
r
esear
ch
c
o
u
ld
also
ad
o
p
t
a
m
ix
ed
-
m
et
h
o
d
ap
p
r
o
ac
h
in
e
x
p
lo
r
in
g
h
o
w
co
n
cr
ete
tr
ain
in
g
m
o
d
els an
d
s
ch
o
o
l
-
lev
el
s
u
p
p
o
r
ts
r
elate
to
I
C
T
in
teg
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2426
F
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DATA AV
AI
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AB
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h
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ata
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[
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,
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eq
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est.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
B
.
G
o
l
d
h
a
b
e
r
,
H
.
K
h
u
a
n
,
a
n
d
R
.
A
l
l
y
sa
,
“
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mp
a
c
t
o
f
I
C
T
i
n
t
e
g
r
a
t
i
o
n
o
n
q
u
a
l
i
t
y
o
f
e
d
u
c
a
t
i
o
n
a
m
o
n
g
se
c
o
n
d
a
r
y
sch
o
o
l
s
i
n
U
S
A
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
,
n
o
.
6
,
p
p
.
5
3
–
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1
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.
2
0
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1
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.
5
3
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1
9
/
8
1
0
1
8
1
0
2
t
5
0
1
5
.
[
2
]
B
.
N
.
C
v
e
t
k
o
v
i
ć
,
Z.
A
r
si
ć
,
a
n
d
D
.
C
e
n
i
ć
,
“
A
t
t
i
t
u
d
e
s
o
f
t
e
a
c
h
e
r
s
t
o
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n
f
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mat
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o
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d
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mu
n
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o
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t
e
c
h
n
o
l
o
g
y
i
n
t
e
a
c
h
i
n
g
–
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d
v
a
n
t
a
g
e
s
a
n
d
o
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[
29
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D
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iv
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h
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d
u
c
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ti
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n
,
tea
c
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rs’
ICT
c
o
m
p
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ten
c
y
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p
ro
f
icie
n
c
y
,
a
tt
it
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s
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,
a
n
d
tec
h
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y
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tea
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.
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c
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o
p
ic
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n
ICT
p
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ficie
n
c
y
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f
tea
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h
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rs.
S
h
e
c
a
n
b
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c
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n
tac
ted
a
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m
a
il
:
n
in
g
c
h
u
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iu
.
g
a
n
g
m
e
i@res
.
c
h
ristu
n
iv
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y
.
in
.
K
e
n
n
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d
y
And
r
e
w
Th
o
m
a
s
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s
th
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t
h
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tre
f
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u
c
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ti
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d
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rricu
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u
m
(CEDBEC)
a
n
d
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ro
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ss
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c
h
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l
o
f
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d
u
c
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ti
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t
CHRIS
T
Un
i
v
e
rsity
,
Be
n
g
a
lu
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u
,
In
d
ia.
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o
b
tain
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d
h
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c
to
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h
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a
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c
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c
h
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fr
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g
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lo
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d
M
a
ste
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d
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g
re
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c
h
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l
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g
y
fr
o
m
An
n
a
m
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lai
Un
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v
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rsity
,
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n
d
ia.
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h
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s
p
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rc
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tern
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jo
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ls
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it
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k
s/c
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p
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o
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re
p
u
tab
le
n
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t
u
r
e
.
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is
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re
so
u
rc
e
p
e
rso
n
in
field
s
o
f
re
se
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d
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c
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ti
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n
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tec
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h
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ize
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tern
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rs
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ry
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a
r
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d
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r
C
EDBEC,
CHRIST
(De
e
m
e
d
to
b
e
Un
i
v
e
rsity
).
He
is an
a
c
ti
v
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m
e
m
b
e
r
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f
m
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lt
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le p
ro
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s fo
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se
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d
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c
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o
n
.
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c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
k
e
n
n
e
d
y
.
a
n
d
re
w@
c
h
ristu
n
i
v
e
rsity
.
i
n
.
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