Factors influencing secondary school teachers’ adoption of teaching blogs

Enhancing Playful Teachers’ Perception of The Importance of ICT Use In The Classroom: The Role of Risk Taking As A Mediator

“…First, the models tested in this study have reflected the role of student teachers' cognitively playful attribute in their valuing of ICT and sense of ICT competence, so future research on the use of ICT in the classroom by in-service teachers can also look into this relationship to see whether it can be generalised across different samples. Future studies can also explore the predicting influence of cognitive playfulness on other ICT factors, for example, usefulness and ease of use, as these two variables have been supported by some studies as also affecting teachers' acceptance and implementation of ICT (e.g., Collis, Oscar & Pals, 2001;Lai & Chen, 2011). Second, research examining risk taking as a mediator of cognitive playfulness and ICT variables is very limited, so further studies in other contexts can explore this with various samples to reconfirm our findings and to enrich the literature on ICT in education.…”

The Technology Readiness or Social Presence, Which One Could Explain the Technology Acceptance Better? An Investigation on Virtual Communities

“…The concept of compatibility explains that the ideas of new technological innovations will be adopted easily when they are consistent with the existing values, past experiences, and requirements of potential users (Rodgers, 2003). Previous research showed that the perfect compatibility was very useful in the activity of knowledge sharing at work, as it could give birth to new ideas by the employees (Hislop, 2003;Lai & Chen, 2011;Lin et al, 2009;Lin & Lee, 2006).…”

Overcoming Cultural Distance in Social OER Environments

“…Social software can be described as a set of tools to enable interactive collaboration, managing content, and networking with others (Wever et al, 2007). While the application of social environments has been discussed as a support mechanism for pedagogy (Lai & Chen, 2011;Hall & Davison, 2007), the connection to OER is rather emerging. The focus of social and collaborative services in OER environments sets educators as key users of the environments.…”

“…Such environments build on international educator and even learner communities, providing materials across subject areas of the curriculum in various languages. As elaborated by Lai and Chen (2011) and Zhang (2010), adoption of specific social software services might be highly country dependent because of differences in culture and context. As argued by Agarwal (2007), there are various challenges to knowledge sharing while so-called cultural distance becomes highly important in a context where people deal within online social environments.…”