Acceptance of ICT-mediated teaching/learning systems for elementary school teachers: Moderating effect of cognitive styles

Wu, Chien-Hsing; Liu, Chia-Fang

doi:10.1007/s10639-013-9290-8

Cited by 18 publications

(15 citation statements)

References 39 publications

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“…Structural equation modeling revealed that system quality, perceived self-efficacy and facilitating conditions were useful determinants of attitudes toward use. Another study among 487 Turkish pre-service teachers revealed that perceived usefulness, attitudes toward use and computer self-efficacy directly affect behavioral intention.Perceived ease of use, facilitating conditions and technological complexity indirectly influence technology acceptance and perceived usefulness is a powerful determinant of intention to use a particular technology (Teo et al, 2012).…”

Section: Technology Acceptance Modelmentioning

confidence: 99%

Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Fearnley¹,

Amora²

2020

ije

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A learning management system is capable of enriching instruction and acceptance of this learning technology by users is crucial to its successful application in higher education. This study investigated factors that influenced adoption of a learning management system by higher education teachers using the technology acceptance model which incorporates three external constructs: system quality, perceived self-efficacy and facilitating conditions. Data collected from faculty respondents (n=127) through an online survey were examined by employing partial least squares-structural equation modeling. While several relationships were confirmed, others were not supported by this research. Results showed that both system quality and perceived self-efficacy strongly influenced perceived usefulness, which in turn indirectly affected attitudes towards the technology and behavioral intention. Additionally, system quality directly affected perceived ease of use and attitudes toward technology use. The strong and direct influence of perceived self-efficacy on perceived usefulness and perceived ease of use suggests that faculty with positive beliefs about their ability to use the learning management system will regard it as both useful and easy to use. Facilitating conditions, on the other hand, affected neither perceived ease of use nor attitudes. Implications for practice, policy and potential research directions are likewise presented.

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Section: Technology Acceptance Modelmentioning

confidence: 99%

Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Fearnley¹,

Amora²

2020

ije

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“…Thus, there are investigations that use the TAM with primary education teachers, like the one carried out by Wu and Liu (2013) to examine the effect of the cognitive styles using a model that also integrated elements from the Innovation Diffusion Theory (IDT) (Rogers, 1995). In the context of higher education, Park, Lee, and Cheong (2007) also applied an extended TAM model to study the acceptance of a courseware.…”

Section: Tam Applied To Teachersmentioning

confidence: 99%

“…Due to the heterogeneity of technology resources available at schools and the dispersion of the schools in said region, we deemed it inadequate to conduct a study that considered the actual use of technologies that, in some cases, might not be available to teachers, and thus we decided to remove the construct AU and focus our model on other studies based on the TAM model that were also carried out in educational settings (Abbad et al, 2009;Chen et al, 2013;Roca & Gagné, 2008;Saadé & Bahli, 2005;Wu & Liu, 2013).…”

Section: Original Proposal and Validation Processmentioning

confidence: 99%

Informal tools in formal contexts: Development of a model to assess the acceptance of mobile technologies among teachers

Prieto

Migueláñéz

García-Peñalvo

2016

Computers in Human Behavior

166

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a b s t r a c tTraditionally, mobile learning has been more strongly developed within the field of informal education. However, in the past few years there has been a growing interest for the integration of these technologies in the formal education field. Among the key elements needed to successfully achieve this integration process is the acceptance of mobile technologies by the teaching body.In this paper we propose to identify the determining constructs that explain the teachers' intention of using mobile technologies. To this end we have designed a research model based on the Technology Acceptance Model (TAM), expanded with constructs from other theories. The resulting model was subjected to a content validation process performed by a committee of experts.Lastly, we selected nine constructs for the development of the research model and we formulated 13 hypotheses that describe the relationships among them. Further studies on the research model to extend its validity and reliability are suggested.

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“…Discussion on the internet, Communication and Technology (ICT) have also been elaborated by some writers such as; Valtonen et al (2015) mentioned that the impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning. Wu & Liu (2015) took the acceptance of ICT-mediated teaching/learning systems for elementary school teachers: Moderating effect of cognitive styles. Kamaruddin et al (2017) mentioned Integrating ICT in teaching and learning: A preliminary study on Malaysian private preschool.…”

Section: A Introductionmentioning

confidence: 99%

Covid-19 Outbreak and New Normal Teaching in Higher Education: Empirical Resolve from Islamic Universities in Indonesia

Cahyadi

2020

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Mid of March 2020, the coronavirus 19 pandemic outbreaks caused many offices, markets, schools, and universities closed to maintain its dead spreading. It makes all the offline activities should be changed into online interaction including at higher education. Lawrence & Tar (2018) reflected a study about factors that influence teachers’ adoption and integration of ICT in teaching/learning process. This study is about the activity of new normal in conducting online education relating to the use of six strategies applied which are applied by teachers in the Islamic University of Antasari Banjarmasin Indonesia. Within the new normal period, this study reveals the six strategies on conducting online education namely; a) the strategy of contextualization, b) the strategy of proper delivery, c) the strategy of high adaptation on using technology, d) the strategy of adequate support, e) the strategy of quality participation, f) the strategy of sustainable processes.

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Acceptance of ICT-mediated teaching/learning systems for elementary school teachers: Moderating effect of cognitive styles

Cited by 18 publications

References 39 publications

Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Informal tools in formal contexts: Development of a model to assess the acceptance of mobile technologies among teachers

Covid-19 Outbreak and New Normal Teaching in Higher Education: Empirical Resolve from Islamic Universities in Indonesia

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