Initial development of the Meaningful Learning with Technology Scale (MeLTS) for high-school students

ABSTRACT

With the rapid developments in emerging technologies and the emphasis on technologies in learning environments, the connection between technologies and meaningful learning has strengthened. Developing an understanding of the components of meaningful learning with technology is pivotal, as this may enable educators to make more informed decisions about classroom interventions and pedagogies for the effective use of technologies to foster learning. The main aim of this study was therefore to address the research gap in exploring the components involved in meaningful learning with technology through the development of the Meaningful Learning with Technology Scale (MeLTS) instrument, developed to assess high-school students’ understanding of meaningful learning and the specific roles of technologies in learning. The results obtained from exploratory factor analysis and confirmatory factor analysis support the nine-factor structure of MeLTS.

KEYWORDS:

• Technology
• meaningful
• learning
• collaborative
• constructivist

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Dr. Chwee Beng Lee is the Director of Higher Degree Research at the School of Education, Western Sydney University. She has conducted research in the area of problem solving and learning technologies. Her excellence in research is reflected in her publication track record in which she has published over 40 peer-reviewed journal articles and book chapters in related fields.