The aim of this study is to examine the factors that an influence higher education students’ intention to use technology. Using an extended technology acceptance model as a research framework, a sample of 314 university students were surveyed on their responses to seven constructs hypothesized to explain their intention to use technology. Data were analyzed using structural equation modeling and the results showed that perceived usefulness and attitude toward computer use were significant determinants of the intention to use technology, while perceived ease of use influenced intention to use technology through attitude towards computer use. Computer self-efficacy and subjective norm acted as antecedents for perceived usefulness and attitude towards computer use, while facilitating conditions acted as antecedents for perceived ease of use and attitude towards computer use. Together these constructs explained 54.7 % of the variance in students’ intention to use technology. Implications of the findings were also discussed.

Explaining the intention to use technology among university students: a structural equation modeling approach

Purpose of this research is to explain the factors affecting high school teachers' acceptance and use of interactive whiteboard within the scope of FATIH project according to the Unified theory of acceptance and use of technology (UTAUT, Venkatesh et?al., 2003). The study was designed using causal research design in order to examine the cause-effect relationship between the variables. Sample of the study consists of 158 teachers, determined via criteria sampling, who have participated in the study voluntarily. Data has been collected using a 7 points Likert scale, developed for this study, which covers UTAUS's factors and variables featuring interactive whiteboard acceptance and use of the teachers. The collected data has been analyzed with simple and multiple linear regressions and structural equation model. The findings have shown that performance expectancy, effort expectancy and social influence had positive effects on behavioral intention; behavioral intention and facilitating conditions had positive effects on the usage time of interactive whiteboard. Effort expectancy has a positive effect on behavioral intention regarding of interactive whiteboards.Social influence has a positive effect on regarding the use of interactive whiteboards.Facilitating conditions have an effect on the use of interactive whiteboards.Facilitating conditions affect the use of interactive whiteboards in advanced ages.Behavioral intention has an effect on the use of interactive whiteboards.

The factors affecting acceptance and use of interactive whiteboard within the scope of FATIH project

MLearning and pre-service teachers

The acceptance and use of interactive whiteboards among teachers

This study seeks to explore the effect of fear emotion on students' and teachers' technology adoption during COVID-19 pandemic. The study has made use of Google Meet© as an educational social platf...

https://www.tandfonline.com/doi/pdf/10.1080/10494820.2020.1830121

Fear from covid-19 and technology adoption: The impact of google meet during coronavirus pandemic

The purpose of this study is to validate the technology acceptance model (TAM) in an educational context and explore the role of gender and computer teaching efficacy as external variables. From the literature, it appeared that only limited studies had developed models to explain statistically the chain of influence of computer teaching efficacy and gender on the intention of student teachers to use computers. A total of 302 student-teachers completed the questionnaire measuring their responses to computer teaching efficacy (CTE), perceived usefulness (PU), perceived ease of use (PEU), attitude toward computer use (ATCU), and behavioural intention (BI). Structural equation modelling (SEM) was used as the main technique for data analysis. The findings from this study suggest that the model was adequately explained by the data. Overall, the model accounted for 36.8% of the variance in intention to use computers among student teachers. The results have also provided support for computer teaching efficacy and gender as significant variables in the TAM. Finally, the implications for theory development, practices, and policy making are discussed.

/pdf/influence-of-gender-and-computer-teaching-efficacy-on-ma9bjtoyyl.pdf

Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model

A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspective and to statistically explain the factors affecting student teachers’ intentions to use interactive whiteboards. The research project comprised a cohort of 159 student teachers who undertook a questionnaire designed to measure their responses to performance expectancy, effort expectancy, social influence, facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. According to the result of the goodness-of-fit test, the findings led to the conclusion that the model was endorsed by the data. Overall, the model accounted for 59.6 % of the variance in intention of student teachers to use interactive whiteboards in their teaching. The findings also demonstrated the important distinction of performance expectancy, effort expectancy and user’s experiences in interactive whiteboard adoption amongst student teachers. The theoretical and practical implications of the model are discussed.

Interactive Whiteboard Acceptance: Applicability of the UTAUT Model to Student Teachers

Purpose – The purpose of this paper is to understanding early childhood student teachers’ self‐reported acceptance and use of interactive whiteboard (IWB), by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) as the research framework.Design/methodology/approach – A total of 112 student teachers enrolled in science‐related papers from Bachelor of Early Childhood Education completed the questionnaire, measuring their responses to performance expectancy, effort expectancy, social influence and facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis.Findings – The results of this study showed that performance expectancy and effort expectancy were found to have a direct and statistically significant positive effect on behavioural intention. Of the four variables in the UTAUT model, the model accounted for 41 per cent of the variance in behavioural intention to use IWB among student teachers. The findings obtained i...

Understanding early childhood student teachers’ acceptance and use of interactive whiteboard

This paper presents one aspect of a research project evaluating a curriculum model of a selected child study centre in Singapore. An issue of worldwide interest and concern is the ‘quality of learning’ debate as it relates to early childhood centres. In Singapore, the government is focusing on expansion in child care settings and increases in the amount of funded training. One of the issues surrounding prior-to-school education raises the question of how one measures the quality of teaching and learning, to describe the value of using, funding and promoting early education. The research reported in this study used a quasi experimental research paradigm to assess one aspect of the quality of a curriculum programme in a child study centre in Singapore. Children aged between 18 months and 6 years (N = 81) participated in the research. Using the observation scale of Laevers’ Child Involvement Scale, the active involvement of children in learning experiences was measured. The findings are presented and discussed.

Measuring children’s involvement as an indicator of curriculum effectiveness: a curriculum evaluation of a selected child study centre in Singapore

Despite calls for a balanced gender profile, a recent preliminary study that explored issues related to the low rate of applications and high attrition rate of males in a four year undergraduate Bachelor of Early Childhood Education degree indicated that early childhood pre‐service intake was mainly comprised of female students. Most males did not choose early childhood education as their first preference in tertiary studies and they tended to fall away from this area between the orientation period and the actual commencement of the academic program. Those who stayed reported experiencing few institutional barriers to participation and completion of their studies but although participants considered the early childhood degree to be appropriate for both male and female students, only 48% of female participants thought that both males and females had equal chances of obtaining employment.

Sharon Russo

Papers

Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model

Interactive Whiteboard Acceptance: Applicability of the UTAUT Model to Student Teachers

Understanding early childhood student teachers’ acceptance and use of interactive whiteboard

Measuring children’s involvement as an indicator of curriculum effectiveness: a curriculum evaluation of a selected child study centre in Singapore

A Preliminary Investigation of Barriers Faced by Male Early Childhood Pre‐Service Teachers