Technology Acceptance Measure for Preservice Teachers

2010 ◽  
Author(s):  
Timothy Teo
Keyword(s):  
Preservice Teachers ◽  
Technology Acceptance ◽  
Acceptance Measure

scholarly journals 360-DEGREE INSTRUCTIONAL VIDEO INNOVATION: PRESERVICE MALAY LANGUAGE TEACHERS’ ACCEPTANCE OF THE USE OF VIRTUAL REALITY TECHNOLOGY AND THINGLINK APPLICATION

2021 ◽  
Vol 3 (10) ◽  
pp. 19-31
Author(s):  
Marzni Mohamed Mokhtar ◽  
Marni Jamil ◽  
Evi Indriasari Mansor ◽  
Nurfadhlina Mohd Sharef ◽  
Mas Nida Md Khambari
Keyword(s):  
Preservice Teachers ◽  
Virtual Reality ◽  
Language Learning ◽  
Technology Acceptance ◽  
Lesson Plan ◽  
Language Education ◽  
Initial Step ◽  
Instructional Video ◽  
Virtual Reality Technology ◽  
Teaching Innovation

To capture students’ interest during Malay Language learning and facilitation (PdPc), educators can consider the use of Virtual Reality technology (Virtual Reality) and the ThingLink application. The ThingLink application can be integrated with a VR device to bring a new experience to Malay Language educators as an initial step to create a virtual environment in the classroom. The 360-degree instructional video is an innovation that is developed and catered to the needs of eight themes covered in the Malay Language textbook. In fact, the educational video content has also been researched according to the Teacher's Daily Lesson Plan for use in the classroom. This study reviewed the acceptance level of 40 preservice teachers undertaking Bachelor of Education (Malay Language Education) at the Faculty of Education on the use of Virtual Reality and ThingLink application in the process of producing teaching innovation materials. The research instrument constructed is based on the Technology Acceptance Model (TAM). Overall, the findings of the study show that the use of Virtual Reality Technology and ThingLink application can facilitate future educators in the effective production of 360-degree instructional videos, and their ability to attract and retain the attention of students in the classroom.

Communication Technology Acceptance Measure

2015 ◽  
Author(s):  
Younghwa Lee ◽  
Jintae Lee ◽  
Yujong Hwang
Keyword(s):  
Technology Acceptance ◽  
Communication Technology ◽  
Acceptance Measure

Preservice Teachers’ Intention to Adopt Technology in Their Future Classrooms

2016 ◽  
Vol 54 (7) ◽  
pp. 946-966 ◽  
Author(s):  
Kun Li ◽  
Yanju Li ◽  
Teresa Franklin
Keyword(s):  
Preservice Teachers ◽  
Technology Adoption ◽  
Technology Acceptance ◽  
Self Efficacy ◽  
Ease Of Use ◽  
Perceived Barriers ◽  
Attitudes Toward Technology ◽  
Perceived Ease Of Use ◽  
Use Of Technology ◽  
Significant Difference

This study examined four factors that influence preservice teachers’ intentions to adopt technology in classrooms based on the Theory of Planned Behavior and Technology Acceptance Model. These four factors—technology self-efficacy, attitudes toward technology, perceived ease of use of technology, and perceived barriers of technology adoption—were explored through a multiple regression analysis. The results indicated that technology self-efficacy, attitudes toward technology, and perceived ease of use of technology were significantly predictive of technology adoption intentions when the other predictors were statistically controlled. Perceived barriers of technology adoption was not a significant predictor. Gender analyses were conducted showing no significant difference on all the factors between male and female. Practical and theoretical implications were addressed either to guide practitioners in designing teacher professional development program or assist researchers in their future study.

scholarly journals Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

2017 ◽  
Vol 6 (3) ◽  
pp. 154
Author(s):  
Myriam Schlag ◽  
Margarete Imhof
Keyword(s):  
Preservice Teachers ◽  
Technology Acceptance ◽  
Computer Anxiety ◽  
Electronic Portfolio ◽  
Ease Of Use ◽  
Electronic Portfolios ◽  
Perceived Ease Of Use ◽  
Self Regulated Learning ◽  
External Variables ◽  
Regulated Learning

The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios. Based on the Technology Acceptance Model (TAM; Davis, Bagozzi, & Warshaw, 1989) we analyzed external variables (e.g., computer-anxiety) that influence technology acceptance and the actual system use in form of self-regulated learning. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. A group of N = 32 preservice teachers worked on an electronic-portfolio in OneNote for 14 weeks.Results showed that computer-anxiety and the challenge of working with an electronic portfolio decreased over time. The more the computer was rated as a useful tool for learning and teaching, the less computer-anxiety, the more challenge and interest and better mood students reported. In contrast the more the computer was seen as uninfluential tool for working and learning, the more computer anxiety, hopelessness, anxiety and less positive mood, interest and joy to work on the electronic-portfolio has been reported. So, students’ computer related attitudes should be considered when working with an electronic-portfolio to better tailor instruction to learner needs.

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