Examining pre-service teachers' acceptance of technology-rich learning environments: A UAE case study

被引：18

作者：

Parkman, Scott ^{[1
]}

Litz, David ^{[1
]}

Gromik, Nicolas ^{[2
]}

机构：

[1] Emirates Coll Adv Educ, Educ Leadership & Language Div, POB 126662, Abu Dhabi, U Arab Emirates

[2] Emirates Coll Adv Educ, Curriculum & Instruct Technol Div, POB 126662, Abu Dhabi, U Arab Emirates

来源：

EDUCATION AND INFORMATION TECHNOLOGIES | 2018年 / 23卷 / 03期

关键词：

Pre-service teachers; Technology acceptance model; TAM; Computer self-efficacy; CSE; United Arab Emirates; COMPUTER SELF-EFFICACY; PERCEIVED USEFULNESS; EDUCATION; INFORMATION; MODEL; PERCEPTIONS; INTEGRATION; CLASSROOM; INTENTION; BENEFITS;

D O I：

10.1007/s10639-017-9665-3

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study addressed the extent to which pre-service teachers at a teachers' college in the United Arab Emirates (UAE) accepted and intended to utilize technology-rich learning environments in their future teaching practice. The effect of other significant factors on their overall acceptance, such as computer self-efficacy (CSE) and Perceived User Resources, was investigated. A final aim was to confirm the applicability of the instruments employed in this study within the unique sociocultural context of the UAE. Questionnaires utilizing a modified version of the technology acceptance model (TAM) were used to collect data. Respondents indicated strong acceptance of technology-rich learning environments. In the model, Perceived Usefulness and CSE were the two strongest predictors of Behavioral Intention. The results also supported the validity of TAM-based research within the Emirati sociocultural environment.

引用

页码：1253 / 1275

页数：23

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