21st Century Educational Technology Adoption in Accounting Education: Does Institutional Support Moderates Accounting Educators Acceptance Behaviour and Conscientiousness Trait towards Behavioural Intention?

Dangi, Mohamad Ridhuan Mat; Saat, Maisarah Mohamed

doi:10.6007/ijarbss/v11-i1/8288

Cited by 6 publications

(5 citation statements)

References 20 publications

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“…The observation that contexts with less institutional advocacy, like UKZN, often lead to hesitancy and skepticism among faculty members echoes the findings of studies conducted in diverse educational settings. Dangi and Saat (2021) explored the effect of institutional support by Malaysian university instructors on their intention to use technology in their teaching. They reported that faculty members in such environments expressed reservations about technology due to a lack of institutional support.…”

Section: Organizational Climate and Calt Attitudesmentioning

confidence: 99%

Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching

Adedokun,

Zulu,

Awung

et al. 2023

RESSAT

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Technology has significantly influenced the educational field, including language teaching. However, some language instructors hold negative attitudes toward technology, particularly computer-assisted language teaching (CALT), which may affect the advancement of language teaching. This study examines the attitudes of language instructors toward CALT in some South African public universities and identifies sustainable lessons that could promote the use of CALT. The study employed a quantitative research approach using content analysis and surveys to comprehensively investigate language instructors’ attitudes toward CALT. Surveys provided the required information about the attitudes of language instructors toward CALT, and content analysis and descriptive statistics were used to analyze the data and identify sustainable lessons from the attitudes of the language instructors toward CALT. Descriptive statistics were used to summarize the survey results. The analysis revealed that some language instructors have negative attitudes toward CALT, suggesting that institutions require a fundamental approach to advance the use of CALT. Sustainable lessons learned from the attitudes of language instructors toward CALT are identified, and recommendations are made about how to implement effective CALT on a personal and institutional basis. This study highlights the importance of a positive attitude toward CALT and developing a fundamental approach to using CALT in language teaching. The sustainable lessons learned from this study could inform and advance language teaching practices that employ CALT, inform future research, and promote effective language teaching practices that use CALT.

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Section: Organizational Climate and Calt Attitudesmentioning

confidence: 99%

Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching

Adedokun,

Zulu,

Awung

et al. 2023

RESSAT

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show abstract

“…In other words, the Malaysian Education Blueprint has emphasised that teachers should have a high level of readiness regarding knowledge, skills, and attitudes for using ICT in the teaching and learning process. The importance of educational technologies and pedagogical practices has been highlighted in many previous studies related to technology in teaching and learning (Dangi & Saat, 2021;Mohd et al, 2020;Wan, Ghani & Wong, 2022; The Malaysia Education Blueprint 2013 -2025 emphasises the importance of educational technology in pedagogical practices to cultivate active learning via various classroom technologies. However, the findings from the informal studies indicated that many teachers still require extra skills and knowledge to integrate educational technologies into teaching and learning.…”

Section: Problem Statementmentioning

confidence: 99%

Exploring The Readiness of Google Slides Pedagogical Practices: Perspective of Primary Teachers

Chia Wei,

Wong,

Abdullah

et al. 2023

IJARBSS

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This study explores the readiness of Google Slides pedagogical practices regarding knowledge, skill, and attitude levels among primary teachers. The study was conducted using an online questionnaire to collect data. This research has utilised questionnaires as the research instrument. The sampling method used in this research is stratified random sampling. The quantitative method has been used in the study. A total of 40 respondents from Primary school teachers were selected through a simple random sampling method to answer the questionnaire. The findings indicated that the teacher's knowledge and skill levels are high among the teachers. Moreover, teachers' attitude towards using Google Slides in teaching and learning was positive. Inferential analysis using the T-test was conducted to compare the differences in the knowledge, skill, and attitude levels towards gender. The inference analysis revealed significant differences in knowledge levels associated with the teacher's gender. In contrast, there were no significant differences in skill levels and attitudes related to teacher gender when using Google Slides. Hence, this study contributes to the significant empirical results on the readiness of Google Slides pedagogical practices among primary teachers. The implications of this study are expected to contribute to government, stakeholders, teachers, students, school administrators, and educational organisations, especially practical and theoretical implications regarding teachers' readiness in terms of knowledge, skill, and attitude toward using Google Slides in teaching and learning.

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“…The conclusion that the direct effect of IS on PU and PEOU is not significant which is consistent with similar research findings (Alenezi et al, 2011). However, recent studies found that IS can be a significant moderator of the relationship between PEOU and ATT (Dangi, & Saat, 2021). In another study, IS was included as a predictor of SN in the TAM (Huang et al, 2020).…”

Section: Innoeduca International Journal Of Technology and Educationa...mentioning

confidence: 99%

The extended technology acceptance model for Web 2.0 technologies in teaching

Şimşek

Ateş

2022

IJTEI

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Web 2.0-based learning enables collaborative learning and knowledge sharing and makes an important contribution to student learning. This study extended the original Technology Acceptance Model (TAM) by considering the effects of tool literacy, metacognitive self-regulation, subjective norm, facilitating conditions, and institutional support to understand pre-service teachers' intentions to use Web 2.0 technology in their courses. The sample data of 318 responses were from pre-service teachers. Structural equation modeling results showed a good fit for the extended model, indicating that metacognitive self-regulation and subjective norm had a significant influence on perceived ease of use and perceived usefulness, while institutional support and enabling conditions were not significantly associated with them. In addition, perceived ease of use and perceived usefulness influenced attitude, which in turn had a significant effect on intention. Furthermore, perceived ease of use, perceived usefulness, and attitude acted as significant mediators of behavioral intention. The indirect effect of perceived ease of use on perceived usefulness and attitude, and the indirect effect of perceived usefulness on attitude were also significant. Overall, the current study helps researchers and practitioners better understand future teachers' intentions to use Web 2.0 technologies in their courses.

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21st Century Educational Technology Adoption in Accounting Education: Does Institutional Support Moderates Accounting Educators Acceptance Behaviour and Conscientiousness Trait towards Behavioural Intention?

Cited by 6 publications

References 20 publications

Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching

Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching

Exploring The Readiness of Google Slides Pedagogical Practices: Perspective of Primary Teachers

The extended technology acceptance model for Web 2.0 technologies in teaching

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