Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia

Teo, Timothy; Milutinović, Verica; Zhou, Mingming; Banković, Dragić

doi:10.1080/10494820.2016.1189943

Cited by 37 publications

(34 citation statements)

References 51 publications

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“…Moreover, Liu (2011) identified a positive effect of TPACK on attitudes (β = .31) and found support for direct as well as indirect effects on the usage intentions. Focusing on traditional and innovative forms of ICT use, Teo, Milutinović, Zhou, and Banković (2016) and Avidov-Ungar and Eshet-Alkalai 2011confirmed the positive and significant relations between overall TPACK, perceived usefulness, and general ICT attitudes. An element common to these studies is that both TPACK and attitudes were represented by overall scores as indicators, without specifying their specific facets.…”

Section: Tpack-attitudes Relationsmentioning

confidence: 86%

“…In fact, negative perceptions of the usefulness of technology and its ease might create barriers for their integration into teaching and learning Teo et al, 2008). In this regard, we encourage researchers to study the interactions between attitudes and TPACK in the context of technology acceptance (Hsu, Liang, Chai, & Tsai, 2013;Teo et al, 2016).…”

Section: Accepted Manuscriptmentioning

confidence: 99%

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The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

Scherer

Tondeur

Siddiq

et al. 2018

Computers in Human Behavior

182

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A large body of literature suggests that attitudes toward technology and its educational use are important determinants of technology acceptance and integration in classrooms. At the same time, teachers' Technological, Pedagogical, and Content Knowledge (TPACK) facilitates the meaningful use of technology for educational purposes. Overall, attitudes toward technology and TPACK play a critical role for technology integration and have been in the focus of many empirical studies. Albeit the attention that has been paid to these two concepts, their relation has not been fully understood. The present study contributes to the advancement of this understanding by examining the relations between three core technology attitudes (i.e., general attitudes towards ICT, attitudes towards ICT in education, and ease of use) and TPACK self-efficacy beliefs, based on a sample of N = 688 Flemish pre-service teachers in 18 teacher-training institutions. Using a variety of structural equation modeling approaches, we describe the TPACK-attitudes relations from multiple perspectives and present a substantivemethodological synergism. The analyses revealed that the attitudes toward technology and TPACK self-beliefs were positively related; yet, differences across the attitudes and TPACK dimensions existed, pointing to the delineation of general and educational perspectives on the use of ICT.

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Section: Tpack-attitudes Relationsmentioning

confidence: 86%

Section: Accepted Manuscriptmentioning

confidence: 99%

The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

Scherer

Tondeur

Siddiq

et al. 2018

Computers in Human Behavior

182

View full text Add to dashboard Cite

show abstract

“…Previous studies on e-learning acceptance have indicated attitude as a determinant factor of behavioural intention toward e-learning usage (e.g., Cheung & Vogel, 2013 ; Tosuntaş et al, 2015 ). Attitude is found to be a dominant factor to influence behavioural intention (Chu & Chen, 2016 ; Hussein, 2017 ; Teo, 2012 ; Teo et al, 2017 ; Zogheib et al, 2015 ). Drawing upon the findings of those studies, we formulated the following hypothesis.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The previous studies using experience as an external factor of TAM model looked at different types of users of e-learning, namely, employees (Lee et al, 2011 , 2013 ; Purnomo & Lee, 2013 ), students (Lau & Woods, 2008 ; Rezaei et al, 2008 ; Williams & Williams, 2010 ), students and educators (Martin, 2012 ), and teachers (De Smet et al, 2012 ). Furthermore, prior studies used various kinds of experiences, such as internet experience (Premchaiswadi et al, 2012 ), technology experience (Al-alak & Alnawas, 2011 ; Teo et al, 2017 ), computer efficacy as user’s prior experience (Waheed & Jam, 2010 ), and online learning experience (Liu et al, 2010 ). However, a few studies used e-learning experience in high school as an external factor to examine university students’ behavioural intention toward e-learning utilisation.…”

Section: Introductionmentioning

confidence: 99%

Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model

2021

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This present study aims to investigate factors that impact behavioural intention of university students on e-learning use during the COVID-19 pandemic. An online questionnaire was utilised to gather data from 109 students enrolled in one of the universities in Indonesia. The Technology Acceptance Model (TAM) was the primary framework employed for analysis, in which system quality and e-learning experience were included as external constructs to seek out a much better model to improve the understanding of students’ intention to adopt e-learning. An extended TAM model was developed and tested in this study. The model consists of six constructs: system quality, e-learning experience, perceived ease of use, perceived usefulness, attitude toward use, and behavioural intention. Structural Equation Modelling (SEM) and SMART PLS 3.0 software were applied for data analysis. The findings informed that the proposed model has been succefully explained factors university students use of e-learning during the pandemic in Indonesia. It suggested that attitude toward e-learning use was the most prominent construct to predict university students’ behavioural intention to use e-learning during the pandemic. Finally, this study offers recommendations for future research and practices.

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“…Therefore, the work at hand selects behavioral intention as the outcome variable. Perceived ease of use and perceived usefulness are principal variables of individuals’ technology acceptance ( Hao et al, 2017 ; Teo et al, 2017 ). Job relevance as one of the external factors was described as a firm association with perceived usefulness ( Pituch and Lee, 2006 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model

2021

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Online education has become a major reaction to the COVID-19 epidemic, which requires preschool teachers to quickly adapt to online education and accept educational technology. In this emergency background, research on the preschool teachers’ technology acceptance provides clues to improve preschool teachers’ intention to use educational technology. The Technology Acceptance Model (TAM) is widely used to examine the process of individuals’ technology acceptance in the previous literature. Therefore, this study seeks to examine preschool teachers’ technology acceptance with the adapted TAM and their determinant factors. The proposed model was empirically validated by using survey data from 1,568 preschool teachers during the COVID-19. Results indicate that preschool teachers’ behavioral intention was moderate to high level. Perceived usefulness and perceived ease of use are direct significant predictors of preschool teachers’ behavioral intention. Perceived usefulness is affected by perceived ease of use and job relevance. Computer self-efficacy and perceptions of external control are the positive factors toward perceived ease of use. Our findings present powerful evidence for the applicability of the adapted TAM in a sample of Chinese preschool teachers under emergency circumstances. These results highlighted some potential avenues for interventions aimed at improving preschool teachers’ acceptance toward educational technology.

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Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia

Cited by 37 publications

References 51 publications

The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model

Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model

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