Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT

Examining the role of technology‐related policy and constructivist teaching belief on English teachers’ technology acceptance: A study in Chinese universities

“…In this study, behavioural intention (BI) is measured as a user's willingness to use technology. Following the proposed relationships in the TAM, the following hypotheses were formulated: Although the TAM has been shown to possess predictive validity across a broad range of technologies and user populations, for example Singaporean preservice teachers use of computer (Teo, 2009), Chinese mainland English teachers' ICT adoption (Teo et al, 2018), Hong Kong primary English teachers' ICT acceptance (Bai, Wang, & Chai, 2019) and Spanish preservice teachers' acceptance of mobile technologies in teaching (Sánchez-Prieto, Olmos-Migueláñez, & García-Peñalvo, 2016, 2017), it has been suggested that the TAM may be too simplistic and that an inclusion of external variables into the model would enable people to gain deeper understandings of the triggers or barriers of technology acceptance (Venkatesh & Bala, 2008). In addition, research on technology acceptance also needs to take into consideration contextual influences (Huang, Teo, Sánchez Prieto, et al, 2019;Venkatesh & Bala, 2008).…”

“…Self-efficacy research usually focuses on a specific field, domain or context, such as computer self-efficacy Technology policy and voluntariness 447 (CSE) which is measured as the extent to which an individual teacher believes that he or she has the ability to perform a teaching task with technology (Compeau & Higgins, 1995). Previous studies had found CSE to be a strong determinant of an individual English teachers' perception of PEU and acceptance decision (Bai et al, 2019;Teo et al, 2018). Individuals with a high level of CSE do not feel frustrated easily by unexpected difficulties when using technologies and will persist with their efforts and consequently, they are more likely to overcome difficulties or obstacles associated with technology use (Compeau & Higgins, 1995).…”

Providing remote school-based professional support to teachers during school closures caused by the COVID-19 pandemic

“…Due to the rapidly changing circumstances caused by COVID-19, there was inevitably different levels of readiness on the part of teachers to continue teaching their learners and different support structures within schools. The ATs believed that the majority of teachers they support did have the technical knowledge needed to implement digital solutions, as the EDB had prioritised the development of teachers' digital competencies in recent years (Bai et al, 2019). However, they felt that teachers did not extensively utlise technology in their teaching, prior to the pandemic, as it was neither perceived as being needed nor easy to integrate into schools known for their standardised and traditional teaching practices (Moorhouse, 2018).…”

“…During this period, the government also requested ATs to work from home and not to go to schools to reduce human-to-human contact. This created an unusual situation where teachers needed to provide learning opportunities to their students through online only means, something unfamiliar to many of them (Bai et al, 2019), and ATs were required to help teachers adopt digital instructional methods but were unable to visit their school contexts (EDB, 2020).…”

Utilizing video conferencing software to teach young language learners in Hong Kong during the COVID‐19 class suspensions

“…Hong Kong schools, like many around the world, suspended face‐to‐face classes due to the COVID‐19 pandemic, with teachers instructed to provide learning opportunities to learners remotely. Although the use of technology in elementary school face‐to‐face English language lessons has grown (Bai, Wang, & Chai, 2019), the suspension required adoption of alternatives to face‐to‐face instruction. This led teachers to utilize video conferencing software (VCS), such as Zoom, to deliver synchronous live lessons (Moorhouse, 2020).…”