The relationship among pre-service teachers computer competence, attitude towards computer-assisted education, and intention of technology acceptance

Abstract

Use of technology takes time and requires a paradigm change for teachers to adopt it. Teachers' readiness, how they behave and perceive technology integration or adoption process is particularly critical. The current study investigates the relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance. The results indicate that computer ownership, the internet access and amount of daily computer use do not correlate with the attitude towards computer-assisted education (CAE). The internet access and computer ownership variables do not seem to have any relationship with the intention to technology acceptance. There is a significant and positive relationship among computer competence, attitude towards CAE, and intention to technology acceptance. Perceived usefulness and enjoyment have positive relationship with attitude towards CAE. Although perceived ease of use similarly has significant positive relationship with the attitude towards CAE, it does not predict the attitude towards it.

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

“…The government is still focused on providing technology tools and facilities. They consider technology integration to take place automatically when technology is available (Baturay et al, 2017;Ertmer, 1999;Niederhauser & Lindstrom, 2018). Specifically, it can be seen from the "Smart City" program from the Aceh Province government.…”

“…The results of the study showed that teachers who have a negative or neutral attitude towards the technology integration influenced by their knowledge and skills. They do not have sufficient knowledge and technology skills to integrate or choose the right technology into their learning activities (Baturay, Gökçearslan, & Ke, 2017;Buabeng-Andoh, 2012).…”

Development Of Informational Text Processing Skills In Today’s Information Educational Environment

“…Scholars, teachers and curriculum developers worldwide wonder how to organize effective learning, and they arrive at the conclusion that development of informational skills in the information-educational environment of today is not only important but essential. Among other matters, their investigations concern the age in which it is advisable to start using electronic teaching aids in education (Alkhawaldeh, Hyassat, Al-Zboon, & Ahmad, 2017;Pasterk & Bollin, 2017), selection of information content (Bulman & Fairlie, 2016), building an individual learning trajectory for schoolchildren (Lapenok et al, 2016), introducing elements of remote learning in school (Nakayama, de Almeida, & Vicari, 2004), required level of a teacher's proficiency in computer technologies (Baturay, Gokcearslan, & Ke, 2017). https://dx.doi.org/10.15405/epsbs.2019.02.02.48 Corresponding Author: Irina Dobrotina Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 444 Scholars discuss what learning that meets informational and educational needs of today's schoolchildren should look lie if we want it to help students build cognitive independence in the information space (Ivanova, 2016).…”

Study on the Construction of Teachers' Competency Standards in Applied Universities

“…Accelerate the construction of "double-qualified" teaching staff, speed up the introduction of the corresponding "double teacher" teacher construction, assessment and incentive programs can greatly promoted the enthusiasm of teachers to strengthen their own building, the number of "double-qualified" teachers gradually increased while the quality of teachers is obviously improved [8]. Scholars also actively discussed the concept, existing problems, construction measures and assessment standards of "dual-qualified" teachers.…”

“…They should integrate teacher resources within and outside the school. Broaden sources of professional teachers actively introduce the community, business professionals into professional education, the establishment of a combination of high-level and application-oriented teachers [8]. In short, the construction of applied faculty is the need of school development, the need of cultivating applied undergraduate talents, and the need of cultivating students' innovative ability and practical ability.…”