A study of K-12 teachers’ TPACK on the technology acceptance of E-schoolbag

Yang, Jinzhong; Wang, Qiyun; Wang, Jingying; Huang, Muxiong; Yong-jun, MA

doi:10.1080/10494820.2019.1627560

Cited by 38 publications

(43 citation statements)

References 34 publications

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“…With regard to teachers' technology acceptance, previous studies revealed that external factors such as teacher knowledge, specifically technological pedagogical and content knowledge (TPACK), and social norm (SN) fairly explains teachers' inclination to use new technology [38], [39]. Teachers' TPACK had a considerable impact on teachers' perceived usefulness and perceived ease of use [40], [41] while SN was found to be a direct influencer to perceived usefulness [28], [42], perceived ease of use [42], and computer attitudes [33]. Literature also reports motivational support (MS) as a crucial factor for teachers' decision-making of adopting and utilizing technology for instruction [27], [43], but it has not been tested on TAM yet.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…TPACK is known to affect teachers' acceptance and integration of technology [38], [39], [58], and a professional development of TPACK resulted in a positive effect on integrating technology in classrooms [59], [60]. Particularly with TAM, TPACK was found to positively influence PEU and PU [40], [41], [61]. Given that AR and VR are newly emerged technologies in education, we attempt to explore how TPACK as an external variable affects factors in TAM by testing the following hypotheses: H5: TPACK will have a significant influence on PU.…”

Section: ) Technological Pedagogical and Content Knowledge (Tpack)mentioning

confidence: 99%

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Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model

Jang¹,

Shin

et al. 2021

IEEE Access

142

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As the educational possibilities of AR (Augmented Reality) and VR (Virtual Reality) are getting more attention, understanding teachers' readiness to integrate new technologies for instruction would help researchers and practitioners to plan how to support them. In this regard, the present study explores teachers' willingness to integrate AR and VR technologies for teaching and learning practices. Employing an extended Technology Acceptance Model (eTAM), this study investigated whether technological pedagogical and content knowledge (TPACK), social norm (SN), and motivational support (MS) for teachers influence teachers' intention to use the technologies. Analysis from 292 in-service teacher responses supported all of the eight hypotheses formulated in the study. TPACK was found to have a significant influence on perceived usefulness (PU) and perceived ease of use (PEU) while SN influenced PU. In addition, MS was found to have an influence on PEU, which ultimately affects attitudes toward technology use (ATU) and then behavioral intention (BI). The results imply the importance of providing technology professional development (PD) and support for teachers to promote the use of AR and VR in classrooms.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: ) Technological Pedagogical and Content Knowledge (Tpack)mentioning

confidence: 99%

Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model

Jang¹,

Shin

et al. 2021

IEEE Access

142

View full text Add to dashboard Cite

show abstract

“…By thus integrating these three types of knowledge, satisfactory results can be achieved by using technologies [45]. Teachers with high TPACK competencies have been shown to be those most in favour of integrating new technologies into the classroom, establishing in this way a correlative relationship between TPACK and the Technology Adoption Model (TAM), and allowing professionals to overcome intrinsic barriers [46].…”

Section: Technological Pedagogical Content Knowledgementioning

confidence: 99%

Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

2021

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Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process.

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“…Teacher knowledge (TPACK) may influence decisions to deploy digital technologies in teaching and appears to be connected with their beliefs or attitudes towards the use of digital technologies in their classrooms. Further, teachers' TPACK is likely to affect their self-efficacy, and their perceived usefulness and ease of use of technologies, which affects their decisions to use digital technologies in academic activities (Yang et al, 2019). Hsu (2016) PCK is considered as a domain of knowledge related to the understanding of students' learning difficulties and perceptions when teaching particular topics in that domain.…”

Section: Figurementioning

confidence: 99%

THE USE OF DIGITAL TECHNOLOGIES IN AN ENGLISH-MEDIUM INSTRUCTION CONTEXT: A case study of Vietnamese higher education teachers and students

Vo¹

2021

Preprint

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<b>English-medium instruction (EMI) is a global trend in higher education which coincides with the digital age. This thesis examines the uses of digital technologies in an EMI context in Vietnamese higher education. It explores how teachers and students used digital technologies and how they perceived the development of students’ learning through digital technologies in the EMI environment.</b><div><b><br></b><p>The methodological approach taken was a qualitative multiple case study underpinned by an interpretive paradigm. Each case included one subject teacher and a class of 40 to 50 students in an undergraduate economics-related courses taught in English. Data from the four cases were collected during the first year of EMI implementation, from August to December 2017 from three sources of information: teacher semi-structured interviews, classroom observations, and student focus-group discussions. The data were abductively analysed following the process of constructing themes suggested by Vaismoradi et al. (2016) and adapted from the thematic analysis method of Braun and Clarke (2012). </p><p><br></p> Within this context, the teachers and students used a range of digital technologies for teaching and learning activities. The technologies included digital devices (e.g. computers, laptops, smartphones, and tablets), search engines (Google, and Wikipedia), presentation tools (PowerPoint, and Prezi), organisation tools (Google drive, and Dropbox), social networks (YouTube, and Facebook), and the learning management system (LMS). The teachers used technology to address challenges they faced through EMI teaching. Their practice with technology included curating and developing materials with digital resources, presenting subject matter with multimedia and organising classes with cloud storage and the LMS for uploading materials or communicating with the students. They believed that using technology improved their students’ understanding of content knowledge, learning of English vocabulary, engagement and motivation. The students expressed confidence in using digital technologies for learning within and beyond the classroom. They reported deploying technology to search for materials, upload and download information and resources, and to organise lesson content. They proactively used technology to personalise their learning by accessing informal online activities and engaging with collective learning networks, which enabled them to collaborate and gain support for learning. The students believed that digital technologies played an integral part in enhancing their understanding of subject matter and improving their English vocabulary and skills.<div><br> <p>Teachers and students became agentic as they adapted to the new EMI context. The teachers endeavoured to adjust their teaching in response to changes including the neoliberal system in HE, the rapid technological development and practices demanded by the change of instruction language. Access to digital resources appeared to enable them to independently make pedagogical decisions and take a proactive role in EMI programmes. However, there were few substantive changes in pedagogical practice. Different influences which possibly reduced the teachers’ professional agency in completely changing pedagogy with technology included their technological, content, and pedagogical knowledge and beliefs, or conflicting influences from Confucian educational practices, belief in a teacher-centred and content-driven approach, and the exam-oriented system. The students had a strong sense of agency as proactive learners in the digital age. They were autonomous in their learning with innovative uses of technology in the EMI environment. Those uses of technology offered them collective support and facilitated them to independently cope with many changes in the EMI learning context. This raises some implications not only for institutional policy for professional development which encourages teachers’ collaboration but also for the learning support scheme and teaching practices which offer students opportunities to access collaborative support and tasks. </p><p><br></p> <p>The ROAD-MAPPING framework (Dafouz & Smit, 2020) shed light on the multifaceted nature of EMI programmes in the Vietnamese context. It highlighted the impact of glocalisation in shaping EMI policies in Vietnamese HE institutions. The introduction of EMI at the participating university was the policy makers’ response to internationalisation where global academic programmes were imported into this local context. A number of contextual factors influenced the process of EMI implementation such as the predominant role of Vietnamese as language of instruction in most academic programmes, the lack of focus on English development and requirement in EMI curriculum and language policy, the textbook-based system, and inadequate preparation for both subject teachers and students. These characteristics in the Vietnamese education context shaped EMI teaching practices in which the teachers and students focussed on disciplinary knowledge and expected English skills to follow. This suggests the synergy of ‘global’ and ‘local’ factors needs careful attention if EMI is to work in practice.</p></div></div>

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A study of K-12 teachers’ TPACK on the technology acceptance of E-schoolbag

Cited by 38 publications

References 34 publications

Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model

Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model

Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

THE USE OF DIGITAL TECHNOLOGIES IN AN ENGLISH-MEDIUM INSTRUCTION CONTEXT: A case study of Vietnamese higher education teachers and students

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