The purpose of this study is to validate the technology acceptance model (TAM) in an educational context and explore the role of gender and computer teaching efficacy as external variables. From the literature, it appeared that only limited studies had developed models to explain statistically the chain of influence of computer teaching efficacy and gender on the intention of student teachers to use computers. A total of 302 student-teachers completed the questionnaire measuring their responses to computer teaching efficacy (CTE), perceived usefulness (PU), perceived ease of use (PEU), attitude toward computer use (ATCU), and behavioural intention (BI). Structural equation modelling (SEM) was used as the main technique for data analysis. The findings from this study suggest that the model was adequately explained by the data. Overall, the model accounted for 36.8% of the variance in intention to use computers among student teachers. The results have also provided support for computer teaching efficacy and gender as significant variables in the TAM. Finally, the implications for theory development, practices, and policy making are discussed.

No abstract

No abstract

Purpose -The purpose of this paper is to understanding early childhood student teachers' selfreported acceptance and use of interactive whiteboard (IWB), by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) as the research framework. Design/methodology/approach -A total of 112 student teachers enrolled in science-related papers from Bachelor of Early Childhood Education completed the questionnaire, measuring their responses to performance expectancy, effort expectancy, social influence and facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. Findings -The results of this study showed that performance expectancy and effort expectancy were found to have a direct and statistically significant positive effect on behavioural intention. Of the four variables in the UTAUT model, the model accounted for 41 per cent of the variance in behavioural intention to use IWB among student teachers. The findings obtained in this study fail to verify the predictions about IWBs experiences having moderating effects towards the relationships. Originality/value -This is the first paper that investigated the acceptance and use of IWB among early childhood science student teachers based on the UTAUT model. The findings have uncovered the important distinction of performance expectancy and effort expectancy in IWB acceptance and use. Hence, it provides several prominent implications for the research and practice. IntroductionFor many educational systems, the developments in information and communication technologies (ICT) have drastically reshaped teaching and learning practices. Studies have demonstrated that ICT can enhance teaching and learning. As a result, many governmental agencies have set up relevant curriculum standards to direct the implementation of technology in education system. Alongside, many schools are equipped with a high level of technology resourcing. One of the most promising recent revolutions in educational technology is interactive whiteboard (IWB), which using a combination of a computer and a data projector. IWB is the multitouch, multiuser interactive learning board that groups of learners to work simultaneously on its surface and provide an interface allowing tactile, widely observable and collaborative interaction (Betcher and Lee, 2009;Higgins, 2010).There is a growing amount of research suggests that the use of IWBs improves teaching and learning for science. With the multimodality features provided by IWBs, young children are able to deal with multiple relations underpin the science concept. Multimodal representation styles are essential when explaining specific scientific concepts and ideas (Hennessy et al., 2007;Preston and Mowbray, 2008). According to Murcia and Sheffield (2010), if compared with secondary students, young children are having high level of inquisition and imagination towards whatever that they see and

No abstract

A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.

This paper attempts to understand student teachers’ and practicing teachers’ integration of MOOCs in teaching and learning and build a model that pre-dicts the intention of integration of MOOCs among them. Five variables (performance expectancy (FE), effort expectancy (EE), social influence (SI), facilitating condition (FC) and behavioural intention(BI)) were selected to build a model for the study. Structural equation modelling (SEM) was used as the main technique for the data analysis. The suggested model was found reliable and valid, based on a self-reported survey of 135 student teachers and practicing teachers. Results showed that behavioural intention toward MOOCs was significantly explained by performance expectancy and facilitat-ing condition. Overall, of the four hypotheses, two were supported by the da-ta. Differences were, however, detected between student teachers and prac-ticing teachers in terms of SI and FC towards BI regards to MOOCs inten-tion of integration.

The integration of Information and Communication Technology (ICT) in the classroom for learning is becoming important to improve student engagement and interaction.  This is in line with the educational transformation towards achieving Higher Education 4.0 in Malaysia. Education 4.0 (Edu 4.0) is in line with the Industrial Revolution 4.0 (4IR) and underpin the Malaysia Education Blueprint 2015-2025. There has been a recent surge in published studies on Mobile-Heutagogy (M-Heutagogy), with most studies has been conducted in developed countries, where the outcomes of the studies have revealed that M-Heutagogy has significant impacts on Edu. 4.0. Against this backdrop, this paper aims to discuss the M-Heutagogy pedagogical affordances of such a tool, the challenges that it poses, and the pedagogical change that is entailed for the adoption of the M-Heutagogy in the classroom.  As a preliminary investigation in Malaysia, this study was carried out based on the phenomenological perspective of selected student teachers concerning the above affordances and challenges of M-Heutagogy through interviews. It was revealed that the use of such a novel learning tool helped spur their students’ interest, stimulate their curiosity, and improve their confidence in learning scientific concepts. In particular, the use of M-Huetagogy has proven can help to improve student participation in the learning process through more intense discussions among student teachers, which led to an improved understanding of learning concepts. However, the main barriers to full integration of such a tool in teaching and learning were attributed to the lack of technical support, teaching skills and confidence, and suitable facilities.