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1.
The aim of this study was to examine factors that influence Chinese teachers’ attitudes toward using technology. Using the technology acceptance model (TAM) as the framework, the study considered the social and cultural in China, and included a new external variable—policy—along with perceived ease of use, perceived usefulness, facilitation conditions, and subjective norms, into the original TAM framework. Structural equation modeling was implemented on questionnaire data collected from 1,423 teachers in China. The expanded model revealed a goodness-of-fit (TLI = 0.931, CFI = 0.942, RMSEA = 0.048, and SRMR = 0.039) and it explained 52.7% of the variance in teachers’ attitudes toward using technology. Chinese teachers' perceived usefulness, perceived ease of use, and national policy were determined to be the factors with positive direct influence on teachers' attitudes toward using technology. Subjective norms were found to have an indirect influence. This study contributes to the growing body of non-Western multicultural studies on the TAM and also serves as a starting point in understanding teachers’ attitudes toward technology use in China. 相似文献
2.
This study examined pre-service teachers’ intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers’ experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers’ intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section. 相似文献
3.
Given the paradox between pervasive promotion of technology use in English teaching and lack of studies about teachers’ technology acceptance in China, this study aims to examine intentions of English teachers in China to use technology in their classroom teaching. Based on the technology acceptance model, eight variables including perceived usefulness (PU), perceived ease of use (PEU), attitude toward use, behavioral intention (BI), computer self-efficacy (CSE), technology complexity (TC), facilitating conditions (FC), and constructivist teaching beliefs (CTBs) were incorporated to examine relationships among these variables. Data were collected from 183 English teachers at 5 Chinese universities via a self-report questionnaire and analyzed using a structural equation model. Results indicated that the proposed model has a good fit. Three variables – PU, FC, and CTBs were found to be significant predictors of attitude toward use, while PEU and TC were not. Additionally, PU, CSE, and CTBs are significant antecedents for teachers’ BIs to use technology. This study contributed to the understanding of technology acceptance theories by contextualizing the current study to Chinese educational context. It also provided valuable references for technology-related policy-making and teachers’ professional development. 相似文献
4.
从技术接受的角度研究教师网络教学行为具有重要意义。通过分析高校教师网络教学行为现状,以技术接受模型（TAM3）为基础构建研究的理论框架,提出研究假设,并利用结构方程模型对研究假设进行了实证分析。研究结果表明,感知有用性和感知易用性对网络教学行为意向有积极正向影响;自我效能感对感知有用性和感知易用性有积极正向影响;系统实用性对感知有用性和网络教学行为意向有积极正向影响;主观规范对感知有用性和感知易用性有积极正向影响;技术复杂性对感知易用性和网络教学行为意向有积极正向影响;网络教学经验对高校教师网络教学行为意向有显著正向影响;网络教学动机对高校教师网络教学行为意向影响不显著。最后,从改善网络教学环境与条件、提高教师的信息技术能力、培养教师网络教学行为价值意向等几方面给出建议。 相似文献
5.
Fang Huang Timothy Teo 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):441-460
This large scale study investigated the influences that technology-related policies and teachers’ constructivist teaching beliefs have on their intention to use technology in Chinese universities. Data were collected from 696 English teachers working in 59 Chinese universities. Five variables (subjective norm, constructivist teaching belief, perceived importance of policy, computer self-efficacy and voluntariness) were examined in this study. Results indicated that perceived importance of policy, constructivist teaching beliefs and subjective norm were significant antecedents of perceived usefulness. The relationship between subjective norm and teachers’ intentions to use technology was moderated by voluntariness. Besides perceived usefulness, perceived ease of use also had significantly influenced English teachers’ behavioural intention. Overall, the research model explained 69% of variance of teachers’ intentions to use technology. This study has the potential to enrich our understanding of technology acceptance in teaching by contextualising the study in the rarely researched English teaching context in Chinese universities. The findings from this study also provide suggestions for policy makers and teacher educators. 相似文献
6.
The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed. 相似文献
7.
课堂教学中教师合理接受信息技术,能有效发挥信息技术使用效能,提高课堂教学效果。通过探讨课堂教学中影响教师信息技术接受行为的主要因素,发现技术接受模型(TAM)和任务技术匹配模型(TTF)被引入到了教师信息技术接受行为模型的构建中。实证分析的结果表明:教学经验、教学效能感、技术特性、教学环境、任务技术适配度对教师的易用认知有显著影响;易用认知、任务技术适配度对教师有用认知有显著影响;有用认知和易用认知对教师信息技术接受意向有影响。研究结果从实证角度,为教师合理接受信息技术提供了依据。 相似文献
8.
Islamoglu Hakan Kabakci Yurdakul Isil Ursavas Omer Faruk 《Educational technology research and development : ETR & D》2021,69(2):1025-1054
The purpose of this study was to develop a mobile learning acceptance model for pre-service teachers and to examine the relationships among technology acceptance factors. The literature on mobile learning acceptance lacks studies on pre-service teachers and studies that include concrete mobile learning scenarios. To overcome these problems, we have developed and implemented a mobile-technology-enabled information technology course. The data collection and analysis were conducted in two separate studies. First, we developed a mobile learning acceptance scale and applied confirmatory factor analysis with 408 participants. The final instrument included 28 items measuring eight technology acceptance factors, namely behavioral intention, attitude towards use, perceived usefulness, perceived ease of use, social influence, facilitating conditions, self-efficacy, and anxiety. After this, we collected a new set of data from 316 participants to examine the relationships among the factors using structural equation modeling. In both studies, we investigated the respective models’ invariance across gender and discipline groups, and both models fulfilled invariance requirements. The results indicated that perceived ease of use and social influence have direct effects on behavioral intention, whereas self-efficacy has an indirect effect. Depending on the group, the explained variance of behavioral intention ranged between 18.1% and 60.6%.
相似文献9.
Timothy Teo 《Asia Pacific Education Review》2010,11(2):253-262
This study examined pre-service teachers’ self-reported behavioral intentions to use technology. Three hundred and fourteen
participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends
the technology acceptance model (TAM) by including facilitating conditions and subjective norm. Structural equation modeling
was used as the main technique for data analysis. This study contributes to the growing interests in using information science
models to explain intention to use technology in educational contexts. The results of this study showed that the TAM constructs
were significant in explaining pre-service teachers’ intention to use technology. Although facilitating conditions and subjective
norm had significant effects on behavioral intention to use technology, they were mediated by attitude toward usage, perceived
usefulness, and perceived ease of use. Overall, this study indicated the TAM has sufficient explanatory powers to explain
pre-service teachers’ intention to use technology in an educational environment. 相似文献
10.
Lars Behrmann Elmar Souvignier 《European Journal of Psychology of Education - EJPE》2013,28(3):1023-1044
Teachers’ pedagogical content beliefs about reading instruction are likely to predict progress in student achievement. Thus, in this study, 15 pre-service teachers gave reading promotion to low-performing sixth- and seventh-graders over a time period of 6 months. The pre-service teachers’ pedagogical content beliefs were then related to their students’ reading achievement gains. In contradiction to previous findings, the results demonstrate direct-transmissive beliefs to be positively related with student achievement. Finally, whether there is an influence of practical teaching experiences on the development of pre-service teachers’ pedagogical content beliefs was examined. For that reason, the belief development during the 6-month period was compared between pre-service teachers with and without teaching experience. Results show teaching pre-service teachers’ beliefs to have developed away from constructivistic positions and toward a direct-transmissive direction. The beliefs of student teachers without teaching experience, on the contrary, tended to slightly develop in diametrically opposed directions. Implications of the results are discussed. 相似文献
11.
职业教育作为一种类型教育,与普通教育相比,从课程逻辑到教学模式均有区别。基于TAM技术接受模型,通过对不同职业院校325位教师疫情期间在线教学情况的问卷调查后分析发现:教师的个体创新性、教学资源优质性对感知有用性,教学平台交互功能对感知易用性均影响显著;感知易用性对感知有用性、感知有用性对实施态度、实施态度对行为意向均有显著影响;不同于TAM模型,感知易用性对教师的实施态度影响不显著;社群影响对教师实施态度影响显著,但对教师行为意向影响不显著,自我效能则与之相反。为此,建议职业院校选择成熟可靠的在线教学平台、建设优质资源库、加强教师培训、培育创新教学团队、发挥高效能教师的示范作用和制定在线教学激励制度,在学校形成在线教学的实践共同体。 相似文献
12.
The constructivist smart classroom learning environment is quickly emerging as an alternative classroom model that integrates active learning with advanced technology to improve learners’ socialization and achievement. This research examines pre-service teachers’ (n?=?462) preferences toward this learning environment, as well as the predictive association between connectedness and other critical learning environment features. All pre-service teachers had at least one semester of actual experience as participants learning in this environment. The data was collected through a questionnaire, and a series of linear regressions were conducted to examine the hypothesized relationships. Connectedness was positive and significantly associated with all smart classroom features examined: inquiry learning, student negotiation, reflective thinking, functional design, multiple sources, usefulness, and ease of use. Pre-service teachers who preferred constructivist smart classroom learning environments tended to be those in their first year of post-secondary education, as well as those with higher levels of technology self-efficacy. Gender was not observed to significantly influence preferences. The findings show connectedness to be a central and critical feature that can be used to cultivate more appropriate environments from the participants’ perspective. 相似文献
13.
This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics instructional technology course for one semester. Strategies applied in designing the course were: aligning theory and practice, collaborative design, learning technology by design, modelling how to use technology and scaffolding authentic technology experiences. The pre-service teachers’ technology integration competencies were assessed through analysis of lesson plans and lesson observations, their self-reported technological pedagogical content knowledge and attitudes towards technology. Findings show that pre-service teachers’ technology integration competencies improved after participation in the course. All strategies were considered important, but in particular, scaffolding authentic technology experiences including feedback from teaching try-outs made significant contributions to the pre-service teachers’ developed technology integration competencies. The study provides guidelines that can serve as a benchmark for implementing strategies in the design of a subject-specific teacher education programme in preparing pre-service teachers to integrate technology in teaching. 相似文献
14.
Zachary Walker Hui Han Kho Desiree Tan Nathaniel Lim 《Asia Pacific Journal of Education》2020,40(2):230-246
ABSTRACT This study utilized the Technology Acceptance Model (TAM) to examine practicum teachers’ current use of mobile technology and their intentions of use in the future. A survey was conducted to better understand the relationship between practicum teachers and their potential assimilation of technology into classroom practice. The survey questionnaire was administered to 100 undergraduate students at [institute withheld], [country withheld]’s teacher preparatory university. The following four key constructs of the TAM were assessed: perceived ease of use (PEU), perceived usefulness (PU), subjective norm (SN), and behavioural intention to use (BIU). The impact of practicum teachers’ gender and academic subjects on their acceptance of technology were also investigated. The present study found strong links between PEU and PU. While practicum teachers perceived mobile technology as being useful and intended to use it in their classrooms, BIU was not significantly impacted by PEU, PU, or SN. The data also suggested that gender did not affect BIU while practicum teachers’ academic subjects might be an indicator of their future intentions to use mobile technology. With these findings, recommendations are made to further improve the integration of mobile technology in classroom practice. 相似文献
15.
Understanding learner acceptance of learning objects: The roles of learning object characteristics and individual differences 总被引：1，自引：0，他引：1
Siong-Hoe Lau Peter C. Woods 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):1059-1075
Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the users are more willing to continue to use the technology. In this study, an extended version of technology acceptance model (TAM) with two external variables (learning object characteristics and individual differences) was developed to investigate the underlying factors and causal relationships in predicting learners' acceptance of learning objects. This study called for the respondents to progress through two phases of learning object participation: introduction and direct-use experience to investigate the students' perceptions in terms of usefulness and ease of use while utilising learning objects. The findings show that both perceived usefulness and perceived ease of use are determinants of behavioural intention to use learning objects. Learning object characteristics influence both perceived usefulness and perceived ease of use of learning objects; individual differences appear to have no influence upon intention to use learning objects. 相似文献
16.
Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers’ mathematics anxiety and mathematics efficacy beliefs, and integrate field experiences as well as peer teaching opportunities into mathematics methods courses. 相似文献
17.
Margaretha Gertruida Johanna Maré Maryke Anneke Mihai 《Journal of Research on Technology in Education》2018,50(4):333-349
AbstractThis research was conducted to explore factors that influence the technology acceptance of teachers who are employed at a school where there is wide access to different types of technology. While previous research identified perceived ease of use and perceived usefulness as variables in technology acceptance, not many studies give details about the determining factors of teachers who are given extensive access to a wide variety of educational technology. The researcher therefore aimed to identify distinct aspects that deter the use of the available technology, while also establishing the motivating factors in the target school. Semistructured interviews were conducted with five divergent volunteers. The transcribed interviews were analyzed qualitatively using Atlas.ti to assist in identifying emerging patterns. Through the analyses it became evident that although teachers are presented with technology and recognize the usefulness thereof, flaws in support from the institution are increasingly deterring even teachers with a high technology acceptance from using available technology. It is the researchers’ recommendation that members of management set clear implementation goals to staff members, while dedicating themselves to prioritizing issues such as infrastructure, maintenance of hardware, and effective training opportunities. (Keywords: technology acceptance model, perceived ease of use, perceived usefulness) 相似文献
18.
Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students’ knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students’ learning. This seems to be due to the inability to differentiate the beliefs about their students’ learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers’ beliefs about their own learning are identical to those about their students’ learning. Using a sample of pre-service teachers, we measured general beliefs about “constructivist” and “transmissive” learning and science-specific beliefs about “connectivity” and “taking pre-concepts into account”. We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students’ science learning remain closely tied to their own. 相似文献
19.
Perceptions of instructional quality: impact on acceptance and use of an online learning environment
ABSTRACTGiven the growing use of online learning environments in higher education, it is important to further unravel how students’ use is influenced by their perceptions towards these learning environments. This study includes the perceived quality of the instructional design based on the First Principles of Instruction of Merrill and students’ acceptance based on the constructs perceived usefulness and perceived ease of use of the technology acceptance model (TAM). The aim of this study is twofold: a first aim is to investigate the influence of the perceived instructional quality on students’ acceptance and the second aim is to investigate the impact of students’ acceptance and the perceived instructional quality on the quantity (i.e. course activity) and quality (i.e. course performance) of use. In this study, a Moodle-based online learning environment for learning French as a foreign language was studied. Participants were 161 university students. Structural equation modeling (SEM) indicates that the perceived instructional quality has a significant positive influence on students’ acceptance. Furthermore, students’ perceived instructional quality has a positive influence on the quality, but not on the quantity of use, whereas students’ acceptance of the online learning environment has no impact on the use of the learning environment. 相似文献
20.
在疫情期间,直播教学成为各个学校停课不停学的重要教学模式之一。相关研究指出,5G时代直播教学将迎来大发展,直播教育因其诸多优点,正在成为在线教育的常态,在大规模教育活动、远程观测与实验、名师课堂、全景实时直播以及全息互动等方面具有广泛的应用。目前还缺乏对教师直播教学采纳影响因素的理论与实证研究。基于TAM3模型与UTAUT模型构建了教师直播教学采纳影响因素理论模型,并进行了实证研究。研究发现,社群影响、有用性感知与易用性感知与教师直播教学行为意向正相关;社群影响、工作绩效与教师直播教学有用性感知正相关;计算机自我效能感、外部支持以及娱乐性感知与易用性感知正相关;性别、专业以及自愿性对相关路径系数具有调节作用;有用性感知与易用性感知在相关路径中间存在一定的中介效应。构建模型具有良好的解释力,对教师直播教学行为意向的解释度为68.0%。在上述研究的基础上,提出了后疫情时代高校教师直播教学发展的对策建议。 相似文献