Pre-Service Computer Teachers’ Tendencies Towards the Use of Mobile Technologies: A Technology Acceptance Model Perspective

Abstract

Drawing on the Technology Acceptance Model (TAM), this exploratory study examines the preservice teachers' adoption of mobile technologies through the factors of current use, instructional use and future use in their teaching practices. Participants were 466 pre-service computer teachers enrolled at a public university in Turkey. A questionnaire developed by the researchers was used to collect data. Results indicated that the current use and instructional use factors had a strong positive correlation and also there was a similar correlation with the factor of future use and current use. Relationships between current, instructional, and future use of mobile technologies explained within the context of perceived usefulness, ease of use, and behavioural intention constructs of the TAM. Abstract in TurkishTeknoloji Kabul Modelini (TKM) temele alınarak gerçekleştirilen bu keşfedici araştırmada, öğretmen adaylarının mobil teknolojileri benimseme durumları mevcut kullanım, öğretimsel kullanım ve gelecekteki öğretim uygulamalarındaki kullanım durumları çerçevesinde incelenmiştir. Araştırmanın katılımcılarını Türkiye'deki bir üniversitede öğrenim gören 466 bilişim teknolojileri öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen bir anket kullanılmıştır. Araştırma bulguları mevcut kullanım ve öğretimsel kullanım faktörleri arasında yüksek düzeyde olumlu bir ilişki olduğunu; benzer şekilde mevcut kullanım ile gelecekteki kullanım faktörleri arasında da benzer bir ilişki düzeyi olduğunu göstermektedir. Mobil teknolojilerin mevcut, öğretimsel ve gelecekteki kullanım durumları arasındaki ilişki TKM'nin algılanan fayda, kullanım kolaylığı ve davranışsal niyet gibi temel bileşenleri çerçevesinde açıklanmıştır.

Exploring relationships between Kolb’s learning styles and mobile learning readiness of pre-service teachers: A mixed study

“…The participants expressed the advantages of m-learning as being quick, easy and practical in receiving information in general. This is in line with the results of some studies reported in the literature (Çakıroğlu et al 2017;Çubukçu et al 2017;Meng and Wang 2012;Teo and Ursavaş 2012;Viberg and Grönlund 2017). On the contrary, the disadvantages were underlined as the ample information pollution and low information reliability.…”

The sustainability of technology-aided leadership adoption among school leaders: If it could ever be this real forever

“…In other words, principals should always be responsible to play their role as technological leaders as set out in NETS-A [2], [15], [16]. Principals should nurture and sustain a culture of digital learning and technology usage among students to provide a more appealing education [14].…”

“…Past studies shown that technology leadership has long been practiced in schools [2], [13], [14]. Therefore, principals should be actively practicing their role as technological savvy leaders, as set out in NETS-A [2], [15], [16]. The roles of technological leaders in the 21st century are crucial in technology integration, especially for teaching and learning as well as administration [15].…”

Preservice Teachers' Adoption of a Makerspace

“…This research also used the Technology Acceptance Model, which suggests that the perceived usefulness and perceived ease of use of technology influence the decision to adopt a new technology tool. While some studies, such as Çakiroglu, Gökoglu, & Öztürk (2017) and Joo, Park, & Lim (2018) use surveys to measure perceived usefulness and perceived ease of use, the present study did not because the participants were encouraged to freely choose materials and tools. Collecting data on perceived usefulness and perceived ease of use of specific maker space tools, and examining how self-efficacy influences perceived ease of use, is a meaningful area of future study.…”