影响教师在教学实践中接受平板电脑的因素:以南非为例

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mobile and Blended Learning Pub Date : 2022-01-01 DOI:10.4018/ijmbl.297975

R. Diseko, Thuladu Thuladu Nyamande, A. G. Kuhudzai

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引用次数: 0

摘要

本研究采用技术接受模型探讨中学教师在课堂教学实践中对平板设备接受度的认知。本研究以80名南非中学教师为研究对象，对其技术接受度相关构式与人口统计变量进行了测量。结果显示，教师在教学实践中对平板电脑接受度的看法在性别、年龄和教学经验上没有统计学上的显著差异。研究结果还表明，感知有用性结构在教学实践中对平板电脑的接受有很高的负面反应。然而，研究结果也显示，易用性感知、使用态度和行为意向是教师在教学实践中接受平板设备感知的直接显著因素。

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Factors Affecting Teacher Acceptance of Tablets in Their Teaching Practice: A Case Study in the South African Context

The present study employs the Technology Acceptance Model to explore secondary school teachers’ perceptions towards acceptance of tablet devices in their teaching practice in the classroom. A questionnaire was completed by (N=80) secondary school teachers from South Africa, and the constructs related to technology acceptance were measured along with demographic variables. Results revealed that there were no statistically significant differences in teachers’ perceptions towards acceptance of tablets in their teaching practice across gender, age and teaching experience. The findings also showed that the perceived usefulness construct has a high negative response towards the acceptance of tablets in their teaching practice. However, the findings also revealed that the perceived ease of use, attitude towards use, and behavioural intention are directly significant factors in teachers’ perceptions towards accepting tablet devices in their teaching practice.

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来源期刊

International Journal of Mobile and Blended Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide insight and understanding into the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device-supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, researchers, professionals, and academicians may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together experts at the forefront of this field, in both technology and pedagogical practice, and assists them in the development and dissemination of new approaches to both mobile and blended learning.