Exploring individual differences among teachers' ICT acceptance: A path model and role of experience

Monacis, Lucia; Limone, Pierpaolo; Ceglie, Flavio; Tanucci, Giancarlo; Sinatra, María

doi:10.17011/ht/urn.201906123159

Cited by 7 publications

(4 citation statements)

References 28 publications

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“…This study also integrates two important aspects of technology which are experience and motivation in the technology acceptance model to have an inclusive awareness of technology acceptance. The impact of different cultural background in technology has been tackled previously by other researchers, such as [8], [67], [69], and [70]. However, the impacts of native language difference among a group of users, who share the same native language and the target language variations as far as Google Translate usage, have not been considered.…”

Section: Discussionmentioning

confidence: 99%

Understanding an Extension Technology Acceptance Model of Google Translation: A Multi-Cultural Study in United Arab Emirates

Al-Maroof¹,

Salloum

AlHamad³

et al. 2020

Int. J. Interact. Mob. Technol.

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The importance of using Google Translate (GT) has become dominantly more effective. Most researchers, professors, and students rely on its translation as an immediate source of getting the information in different countries all over the world. However, the academic literature fails to acknowledge what factors could contribute to the user's intention to use GT, and consequently fail to discover the effects of using GT. The purpose of this study is to explore GT acceptance in UAE. It is assumed that users' attitude towards GT may vary based on the language used. The variations in languages are unidirectional from the source language (SL) to the target language (TL) and vice versa. The suggested analytical framework is based on an extended TAM model that is proposed by [1]. A quantitative methodology approach was adopted in this study. The hypothesized model is validated empirically using the responses received from a survey of 368 respondents were analyzed using structural equation modeling (SEM-PLS). Results indicated that Perceived Ease of Use, Perceived Usefulness, and Motivation have a significant impact on Behavioral Intention to use GT. In addition, Perceived Usefulness and Motivation significantly influenced Perceived Ease of Use. Furthermore, Perceived Usefulness is in turn influenced by Experience. The findings provide significant theoretical and practical implications for translation researchers, teachers, and MT system developers.

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Section: Discussionmentioning

confidence: 99%

Understanding an Extension Technology Acceptance Model of Google Translation: A Multi-Cultural Study in United Arab Emirates

Al-Maroof¹,

Salloum

AlHamad³

et al. 2020

Int. J. Interact. Mob. Technol.

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show abstract

“…However, personal differences must also be considered when investigating the use of technology among teachers. Experience, for example, can be a great predictor of technology acceptance among teachers, as shown [33]. Their results show that teachers with 21 years of experience or more seem to be more unlikely to adopt technological tools within their classrooms compared to teachers that are less experienced.…”

Section: Relationship Between Teachers' Beliefs and Technology Use In...mentioning

confidence: 91%

Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities

2023

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The current paper explores the relationship between technological knowledge, beliefs about technology use in education, beliefs about the limits of technology use with respect to children with disabilities, self-efficacy beliefs, and their effects on technology use or teacher practices in the special education setting regarding mathematics education. Research was conducted via an online questionnaire. A total of 83 teachers working in the field of special education answered the questionnaire. The answers were analyzed via quantitative and qualitative analyses. In addition, correlational analyses were conducted. A prediction model that included all the aforementioned variables was tested. Our regression analysis evidenced the strong predictive value of technology-related knowledge with respect to technology integration practices but not toward the other models that included beliefs. Through mediation analysis, we found that technology-related knowledge mediates the relationship between self-efficacy and technology integration practices. The qualitative findings provided information on the interplay between knowledge, practice, and beliefs that are contextualized; on the specificity of technology-related knowledge. Implications are discussed with reference to factors important for the professional development of teachers with regard to technology integration.

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“…By combining TAM and TAM2, as well as the determinants of perceived ease of use model, TAM3 provides researchers with a more thorough and potentially effective framework for studying the factors that influence personnel’ acceptance and usage of information technology in the workplace. The newly included factors include, for instance, the user’s computer self-efficacy [ 18 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Peng,

Abdul Razak,

Hajar Halili

2023

PLoS ONE

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Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers’ technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers’ ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers’ ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.

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Exploring individual differences among teachers' ICT acceptance: A path model and role of experience

Cited by 7 publications

References 28 publications

Understanding an Extension Technology Acceptance Model of Google Translation: A Multi-Cultural Study in United Arab Emirates

Understanding an Extension Technology Acceptance Model of Google Translation: A Multi-Cultural Study in United Arab Emirates

Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

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