A new model for the factors that affect interactive whiteboard usage of teachers and its effect on performance

Tosuntaş, Şule Betül; Çubukçu, Zühal; Beauchamp, Gary K.

doi:10.1007/s10639-021-10428-z

Cited by 8 publications

(6 citation statements)

References 41 publications

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“…Some studies not in the field of music education have indicated that key elements of TPACK can be combined with the UTAUT model to effectively explain teachers’ behaviour in adopting technologies (Mayer & Girwidz, 2019; Tosuntaş et al, 2021), but the results of the present study were not identical. The statistically non-significant results between music teachers’ TC and the BP that emerged in this study answers the second research question.…”

Section: Discussioncontrasting

confidence: 85%

Exploring the Factors Influencing Chinese Music Teachers’ Perceptions and Behavioural Intentions in Using Technology in Higher Education: A Pilot Study

2021

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The development of new technologies drives many aspects of socio-economic development, including the development of education. The behavioural intention of music teachers, particularly in relation to how technology is integrated into the classroom, needs to be understood since it has a direct effect on the pedagogical approach used in classroom learning. Existing theories (the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical and Content Knowledge (TPACK)) have explored aspects of teachers’ adoption of technologies; this article uses data from a pilot study to develop and test a model that combines the two theories in order to understand more fully the relationship between Individual Beliefs, Technological Competence and Behavioural Prediction of music teachers using technology in the context of the Chinese governmental policy: ‘Internet +’. The participants of this pilot study were 61 music teachers (12 male and 49 female); the proportion of participants in different provincial administrative regions covered more than half of mainland China (18 out of 34). Structural Equation Modelling (SEM) revealed that the overall fit of the model was above the recommended level of acceptable fit. The results showed that Technological Competence has a significant impact on Individual Beliefs; Individual Beliefs have a significant impact on Behavioural Prediction. However, Technological Competence was found to have no significant direct impact on Behavioural Prediction. This study is one of only a few studies that combine the UTAUT and TPACK models into the field of music pedagogy and uses SEM for analysis. This study attempts to fill the gap in the factors influencing the adoption of technology in music education in non-Western cultures and also provides a starting point for understanding Chinese music teachers’ technological beliefs and behavioural intentions.

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Section: Discussioncontrasting

confidence: 85%

Exploring the Factors Influencing Chinese Music Teachers’ Perceptions and Behavioural Intentions in Using Technology in Higher Education: A Pilot Study

2021

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“…Koehler et al (2014) emphasized that TPACK is necessary for teachers to be informed about effective technology integration. In this context, teachers' TPACK-core is an important factor for effective technology integration and decisions about technology use in education (Sobel & Grotti, 2013;Spazak, 2013;Uslu, 2018;Tosuntas, Cubukcu, & Beauchamp, 2021).…”

Section: Discussionmentioning

confidence: 99%

The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

Dikmen

Demirer

2022

Participatory Educational Research

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The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct technology-enhanced instruction. In addition, social cognitive variables like self-efficacy, outcome expectations, interest and intentions play a vital role in whether teachers choose to integrate technology into their instructional practices. Therefore, this study aimed to investigate the relationships between TPACK dimensions and these social cognitive variables to understand teachers’ behaviors in technology integration. For this purpose, a hypothetical model was designed and tested through structural equation modeling to investigate the relationships among these variables. The research sample consisted of 850 teachers from Turkey. The study findings demonstrate that especially teachers' technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK-core (different interactions of CK and PK with TK) together with their self-efficacy, outcome expectations, and interest have impacts on their intentions to use educational technologies. In this context, teachers with a high level of technological pedagogical content knowledge are more interested in educational technologies, their expectations regarding the outcomes of using instructional technologies increase and they develop behavioral intentions of using educational technologies; as a result, they see/evaluate themselves as more qualified in technology integration. Consequently, the study results are expected to contribute to a better understanding of teachers' behaviors and beliefs toward technology integration in education.

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“…As for factors influencing teachers' adoption of IWBs, Tosuntaş et al [37] suggested teachers' TPACK level significantly influenced their IWBs integration. Insufficient technological support, limited pedagogical knowledge and design thinking were reasons explained for teachers' low-level usage [2,16,21,38].…”

Section: Research On Interactive Whiteboardsmentioning

confidence: 99%

Sustaining Teaching with Technology after the Quarantine: Evidence from Chinese EFL Teachers’ Technological, Pedagogical and Content Knowledge

Huang

Xie

2022

Sustainability

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Given that little is known about English teachers’ technological, pedagogical and content knowledge (TPACK), this study examined teachers’ TPACK of using interactive whiteboards (IWBs) by contextualizing the research in the Chinese EFL context. Surveys and multi-case interviews were conducted among secondary school EFL teachers. The results revealed that Chinese EFL teachers generally perceived themselves to be competent in TPACK, with content knowledge achieving the highest value (5.545) and technological knowledge having the lowest value (5.147). In addition, teachers with higher professional titles perceived themselves as having lower TPACK. Barriers to using IWBs in English teaching include a lack of using efficacy regarding IWBs, traditional teaching beliefs, insufficient technical support and training, defects in IWBs for English teaching and time constraints. This study enriched technology adoption literature and informed policymakers and educational institutions of the necessity to provide specialized training to improve teachers’ TPACK and take measures to reduce teachers’ non-teaching-related tasks to ensure sustainable technology adoption in English teaching.

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A new model for the factors that affect interactive whiteboard usage of teachers and its effect on performance

Cited by 8 publications

References 41 publications

Exploring the Factors Influencing Chinese Music Teachers’ Perceptions and Behavioural Intentions in Using Technology in Higher Education: A Pilot Study

Exploring the Factors Influencing Chinese Music Teachers’ Perceptions and Behavioural Intentions in Using Technology in Higher Education: A Pilot Study

The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

Sustaining Teaching with Technology after the Quarantine: Evidence from Chinese EFL Teachers’ Technological, Pedagogical and Content Knowledge

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