Chinese Language Teachers’ Perceptions of Technology and Instructional Use of Technology: A Path Analysis

Liu, Haixia; Lin, Chin‐Hsi; Zhang, Dongbo; Zheng, Binbin

doi:10.1177/0735633117708313

Cited by 30 publications

(21 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Performance expectation, facilitating conditions, disciplinary factors, institutional policies and availability of support influence the use of ICT (Muriithi et al, 2016). Facilitating conditions are significantly imperative than perceived usefulness and subjective norm in influencing use of technology among teachers (Liu et al, 2018). Research conducted to ascertain relationship between ICT adoption and the classroom experience showed that faculty-perceived usefulness and ease to use influence the ability to harness ICT tools to generate marvellous class-room experience (Salas, 2016).…”

Section: Review Of Literaturementioning

confidence: 99%

Developing ICT adoption model based on the perceived awareness and perceived usefulness of technology among telecom users

Sharma

2020

IJTEL

View full text Add to dashboard Cite

Current study aims to develop an ICT adoption model based on the perceived awareness, perceived usefulness and intention to use ICT. Researcher has measured the opinions of the telecom users towards ICT using a well-structured questionnaire, distributed to 1080 telecom users equally from rural and urban areas of the North and Central India. It was found from the study that the ICT is useful for acquiring information, entertainment, safety and security, maintaining e-repository, managing digital money & payments and for skill or knowledge enhancement. ICT adoption model developed in the study suggests that perceived awareness and perceived usefulness both are significant predictors of the intention to use ICT. Further, the model shows that the area and generation gap both are significant predictors of the ICT adoption. The study is limited to telecom users only and geographical area of the survey is limited to North and Central India.

show abstract

Section: Review Of Literaturementioning

confidence: 99%

Developing ICT adoption model based on the perceived awareness and perceived usefulness of technology among telecom users

Sharma

2020

IJTEL

View full text Add to dashboard Cite

show abstract

“…Asnawi, Qismullah, and Rena (2018) studied 26 English teachers in Banda Aceh, and found that they perceived ICT as helpful in teaching. Finally, Liu, Lin, Zhang, and Zheng (2017) used a path analysis to conjecture that teachers' perception of technology could be predicted by perceived usefulness, subjective norms, and facilitating conditions.…”

Section: Introductionmentioning

confidence: 99%

How language teachers perceive information and communication technology

Djiwandono

2019

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

The digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. The paper aims to provide an answer to the question whether language teachers perceive Information and Communication Technology (ICT) as a threat or a helpful assistant. To achieve this, a survey was conducted to 110 English teachers in Java, Indonesia. Five closed-ended items and two open-ended items in an online questionnaire asked them several questions about what conditions they see as threats, how they perceive ICT, and what digital facilities they have been using in their work. The results show that most of them perceived ICT positively, seeing it as a beneficial rather than threatening force. To them, ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching-learning activities. Those who expressed their worry over ICT mentioned the importance of teachers’ upgrading their ICT skills and called for institutional support for the teachers. Three models, TAM (Technological Acceptance Model), UTAUT (Unified Theory of Acceptance and Use of Technology), and TPACK (Technological Pedagogical Content Knowledge) were then discussed to address the need for helping teachers adapt to the fast-changing digital technology.

show abstract

“…Previous research also revealed that access to technology and resources influences the use of technology and impacts the success of classroom practice (Sadaf & Johnson, 2017;Garling, 2016;Choy et al, 2009;Wright & Wilson, 2006). Meanwhile, it was found that the lack of financing, facilities, infrastructure, and digital content is one of the reasons for the lack of technology integration in teaching (Aşik et al, 2019;Magen-Nagar & Firstater, 2019;O'Neal, Gibson & Cotten, 2017;Liu et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

2019

View full text Add to dashboard Cite

The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.

show abstract

Chinese Language Teachers’ Perceptions of Technology and Instructional Use of Technology: A Path Analysis

Cited by 30 publications

References 34 publications

Developing ICT adoption model based on the perceived awareness and perceived usefulness of technology among telecom users

Developing ICT adoption model based on the perceived awareness and perceived usefulness of technology among telecom users

How language teachers perceive information and communication technology

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

Contact Info

Product

Resources

About