Does it matter being innovative: Teachers’ technology acceptance

Akar, Sacide Güzin Mazman; Güzin, Sacide

doi:10.1007/s10639-019-09933-z

Cited by 61 publications

(38 citation statements)

References 44 publications

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“…Considering the low variance, their practical impact on satisfaction is arguable. Thus, we are cautious in claiming a relationship between selfefficacy and satisfaction.Several studies have shown that both performance expectancy and effort expectancy have direct influence on teachers' technology acceptance(Chen & Tseng, 2012;Mazman Akar, 2019;Scherer & Teo, 2019).…”

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confidence: 99%

Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study

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Hermes

et al. 2021

Computer Assisted Learning

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Covid-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a specific LMS as part of their regular teaching before the Covid-19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self-report questionnaire was administered to 196 teachers (n experienced = 127; n inexperienced = 69).Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self-efficacy and satisfaction.However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self-efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools.

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confidence: 99%

Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study

Dindar

Suorsa

Hermes

et al. 2021

Computer Assisted Learning

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“…In this new context, teachers can become facilitators who help students in their learning processes (De la Torre, 2005). This change also implies that teachers must become active teaching actors, figures who guide, advise, energise, motivate and manage diverse learning environments (Mazman, 2019) while students improve their self-regulation processes and evolve into the central characters of the process (Choi et al, 2005;Dabbagh & Kitsantas, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…The final questionnaire consists of 10 items answered on a 5-point Likert-type response scale. In order to design these items, pertinent studies such as Downing & Haladyna (2006), Fonseca-Pedrero & Muñiz (2017, 2019 and Hernández et al, (2016) were considered. This way, participants only had to read the items and mark the response, ranging from 1 (strongly disagree) to 5 (strongly agree).…”

Section: Instrumentmentioning

confidence: 99%

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Educación online durante el cierre escolar por COVID 19 en España. Percepción del profesorado

Fernández-Canteli

Suárez

Olay

2021

Aloma

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Este estudio empírico explora las percepciones del profesorado no universitario sobre la educación online y el uso de las TIC durante el cierre de los centros educativos españoles por la COVID 19. También pretende determinar las limitaciones encontradas en algunos aspectos, y las diferencias de opinión entre el profesorado de distintas etapas educativas. Para ello, se diseñó un cuestionario ad hoc destinado al profesorado de toda España del que se obtuvieron 700 respuestas. Los resultados muestran que el instrumento utilizado es válido, fiable y capaz de discriminar diferentes puntos de vista sobre la educación online en diversos tipos de enseñanzas. Asimismo, revela que la percepción del profesorado sobre la instrucción online no es favorable, siendo más negativa en las etapas obligatorias que en las más vocacionales. Además, la educación online supone una carga de trabajo extra, un coste económico adicional, y lleva aparejadas algunas dificultades derivadas de la falta de contacto físico-emocional con el alumnado. Se puede concluir que la pandemia ha llevado al profesorado a realizar un esfuerzo extenuante por adaptarse al nuevo escenario educativo y por modificar sus estrategias, todo lo cual ha causado innumerables inconvenientes y ha propiciado novedosas formas de interacción con el estudiantado.

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“…As Joo, Park, and Kim underlined "teacher self-efficacy, perceived ease of use and perceived usefulness of using technology affected teachers' intention to use technology" (2018, p.48). Moreover, personal innovativeness is also important in teachers' technology acceptance (Mazman Akar, 2019) and similarly, kindergarten teachers' innovativeness and subjective norm have an important role in the decision to use technology in class or not (Jeong & Kim, 2017). Not surprisingly factors that affect teachers' technology acceptance vary according to the research context.…”

Section: Background Of the Studymentioning

confidence: 99%

How Do Elementary Childhood Education Teachers Perceive Robotic Education in Kindergarten? A Qualitative Study

Erdoğmuş¹

2021

Participatory Educational Research

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Robotic education is a popular topic in recent years. There are robotic education courses from pre-K to K-12 and these courses claim that they support STEM education. However, the teacher's perception of these activities and needs for this education is the missing part of the chain. The aim of this study to find out the perceptions and suggestions of early childhood teachers about robotic education in kindergartens. This is a qualitative phenomenological study. Ten early childhood education (ECE) teachers were the participants of this study. A semi-structured interview form was developed and in-depth interviews were conducted to collect qualitative data. After that codes and themes were defined through the content analysis process. The results of this study showed that ECE teachers have a positive attitude towards robotic education in kindergarten. The current status of kindergarten, perceived advantages/disadvantages of robotic education, and ideal robotic education were the emerged themes during data analysis. According to results, ECE teachers thought that there are many needs like teacher training, materials, curriculum, infrastructure, technical support, and parent education for implementing robotic education properly in kindergartens. Also, teachers underlined that robotics education could be beneficial for motivation, knowledge, thinking skills, development, and psychomotor skills of children. Results also revealed ECE teachers' suggestions about ideal robotic education in kindergartens. Suggestions for future studies and practitioners were also included.

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Does it matter being innovative: Teachers’ technology acceptance

Cited by 61 publications

References 44 publications

Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study

Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study

Educación online durante el cierre escolar por COVID 19 en España. Percepción del profesorado

How Do Elementary Childhood Education Teachers Perceive Robotic Education in Kindergarten? A Qualitative Study

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