자연주의적 탐구조사(Naturalistic Inquiry)

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Principles and Practice of Structural Equation Modeling (2nd ed.)

The purpose of this study was to: a) investigate student teachers’ and experienced classroom teachers’ computer usage beliefs, intentions, and self-reported computer usage in the classroom using a mixed methodology approach (i.e., quantitative and qualitative), and b) examine the efficacy of the technology acceptance model (TAM) and the decomposed theory of planned behavior (DTPB) for predicting computer usage intentions. This study consisted of a sample of 160 student teachers and 158 experienced teachers from classes within a large urban university. All participants completed a Computer Usage Intention Survey. This survey was developed using a theoretical framework of the technology acceptance model (TAM) (Davis, 1989, 1993; Davis, Bagozzi, & Warshaw, 1989). The survey determined participants’ beliefs, future intentions usage (for the coming 6 months) and self-reported usage (for the past three months) of integrating computer applications (e.g. Word Processing, Spreadsheets, Database, Multimedia, Internet, Games, Drill and Practice, Simulations, Tutorials, Problem Solving, and educational subject-specific software) into subjectspecific lessons. After completion of the Computer Usage Intentions Survey, a purposeful sample of the study’s participants was selected for semi-structured interviews. This sample consisted of a total of 19 participants, 10 student teachers and 9 experienced classroom teachers. The interview questionnaire was developed using a theoretical framework of the decomposed theory of planned behavior (Taylor & Todd, 1995). Although the TAM was a good predictor of intentions, the DTPB emerged as the most important model for predicting teachers’ intentions. Similarities as well as significant differences were found between student teachers’ and experienced teachers’ computer usage.

Technology Acceptance in Education: Research and issues

The prevalence of technology used in education is evident across many disciplines. Big Data, Massive Open Online Course, and e-Learning are buzz words in educational settings, yet they seem...

Mobile technology in dance education: a case study of three Canadian high school dance programs

The aim of this study is to understand the relationship between metacognition and students’ everyday problem solving. Specifically, we were interested to find out whether regulation of cognition and knowledge of cognition are related to everyday problem solving and whether students who perform better in the decision-making problem will better differentiate the various components of metacognition. Two hundred and fifty-four fifth grade students completed a survey. We found evidence to suggest the existence of two major components of metacognition. Our results also suggest that at a higher level of decision-making, knowledge of cognition and regulation of cognition were differentiated in their use by participants.

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Children’s use of metacognition in solving everyday problems: An initial study from an Asian context

Technology acceptance can be defined as a user’s willingness to employ technology for the tasks it is designed to support. Over the years, acceptance researchers have become more interested in understanding the factors influencing the adoption of technologies in various settings. From the literature, much research has been done to understand technology acceptance in the business contexts. This is understandable, given the close relationship between the appropriate uses of technology and profit margin. In most of the acceptance studies, researchers have sought to identify and understand the forces that shape users’ acceptance so as to influence the design and implementation process in ways to avoid or minimize resistance or rejection when users interact with technology. This has given rise to the identification of core technological and psychological variables underlying acceptance. From these, models of acceptance have emerged, some extending the theories from psychology with a focus on the attitude-intention paradigm in explaining technology usage, and allowing researchers to predict user acceptance of potential technology applications.

Technology Acceptance Research in Education

This study used the technology acceptance model to examine the influence of individually espoused cultural values on teachers’ intentions to use technology in Chinese universities. To address the l...

Timothy Teo

Papers

Technology Acceptance in Education: Research and issues

Mobile technology in dance education: a case study of three Canadian high school dance programs

Children’s use of metacognition in solving everyday problems: An initial study from an Asian context

Technology Acceptance Research in Education

Investigating the influence of individually espoused cultural values on teachers’ intentions to use educational technologies in Chinese universities