Predicting elementary student teachers’ technology acceptance

Anderson, Susan E.; Groulx, Judith G.

doi:10.1108/ijilt-01-2015-0003

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…This finding suggests that the program could have increased TCs' expectation that others will view them as higher in status or with better teaching ability if they use technology in the classroom. This finding is in line with a previous study, in which TCs anticipated using technologies in their future classroom when they felt that others expected them to do so (Anderson & Groulx, 2015). Possible explanations for the differences between TCs and current teachers are that TCs in this program value technology more highly than current elementary school teachers, or that current elementary school teachers may not use technology as often.…”

Section: Discussionsupporting

confidence: 89%

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Francom

Moon

2018

JITE:Research

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Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.

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Section: Discussionsupporting

confidence: 89%

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Francom

Moon

2018

JITE:Research

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“…They confirmed that SE is one of the important aspects that would impact the teachers' adoption of ICT. Anderson and Groulx (2015), in their study, evaluated the intrinsic factors related to the teachers' intentions to adopt and incorporate technology in their classrooms. The findings of the study explained that 65 percent of the variation in the intention of the respondents was because of the subjective norm and the PEOU.…”

Section: Teachers' Motivation To Adopt Technologymentioning

confidence: 99%

Teachers’ motivation to adopt technology in higher education

Sharma¹,

Srivastava²

2019

JARHE

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Purpose The higher education, universities and institutions across the world have increasingly adopted information and communication technology (ICT) as a tool for curriculum development, learning and teaching, and for administrative activities. The use of technology to facilitate learning is gaining acceptance across various educational institutions. In order to use technology in the best possible manner, it becomes essential that the teacher should be willing to accept the technology and use it for the teaching activities. Thus, the purpose of this paper is to understand the teachers’ motivation toward adopting technology in the higher education. Design/methodology/approach An exploratory-descriptive approach is used in this research. The sampling frame for the study is the teachers employed in the management institutes in Bengaluru, Pune, Indore and Delhi. A simple random sampling technique is used for identifying the sample for the study. A self-administered questionnaire was employed to measure the validity of items measuring the teacher’s intention to use technology. Findings The results of the study confirm a significant positive impact of value beliefs (VB), social influence (SI) and perceived ease of use (PEOU) on the behavioral intention (BI) to use technology by the teachers. However, the study does not establish the relationship between self-efficacy and BI to use technology by teachers. Practical implications The use of technology will be an important area in the field of higher education where it becomes crucial to understand the motivation factors that lead to the adoption of ICT in the classroom and the curriculum. In order to successfully integrate technology into the teaching-learning process, it is concluded that the factors that positively influence the BI to use technology include the VB, PEOU and the SI. Originality/value This study contributes toward the study of teachers’ motivation in the adoption of technology in higher education in India.

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“…Second, even though globally the number of computers in schools has increased, technology acceptance and use in the classroom and learning remains relatively low (Holden, Ozok, & Rada, 2008). Specifically, one study (Anderson & Groulx, 2015) concluded that extensive technology acceptance and use on school campuses remains largely uncommon. This suggests that the use of the technology available in education is still not fully utilised in learning.…”

Section: Global Problem Statementmentioning

confidence: 99%

Predicting Students’ Intention and Actual Use of E-Learning Using the Technology Acceptance Model: A Case from Zimbabwe

Marandu

Makudza²,

Ngwenya³

2019

IJLTER

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This study investigates the extent to which the Technology Acceptance Model (TAM) constructs predict intention to accept and use technology in learning. Data were obtained from 337 students from Bindura University of Science Education (BUSE) in Zimbabwe. The findings made three revelations. First, usefulness appears as an important driver for intention to use e-technology in education. Second, Ease-of-Use was contrary to the hypothesis, but was statistically insignificant. Third, Behavioural Intention has a positive and a strong association with Actual Use. The findings suggest several implications for theory and policy. In theoretical terms, the study provides evidence for the predominance of Usefulness over Ease-of-Use in predicting intention to adopt e-learning among students. In practical terms, the study shows that to ensure that students use particular technologies for study, a functionally useful system must be put in place. As such, technologies, which do not meet this condition, may simply be ignored.

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Predicting elementary student teachers’ technology acceptance

Cited by 4 publications

References 28 publications

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Teachers’ motivation to adopt technology in higher education

Predicting Students’ Intention and Actual Use of E-Learning Using the Technology Acceptance Model: A Case from Zimbabwe

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