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Internet in Classrooms? An Examination of Variables Influencing a Teacher's Acceptance of the Web
PROCEEDINGS

, Georgetown University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Computer literacy is a vital skill in today's work environments. Hence, computer and Internet use is increasingly expected in classrooms around the world. However, not many teachers accept the Internet as a possible teaching medium yet. This study uses a model extending the Theory of Reasoned Action with external variables that are part of the Technology Acceptance Model to not only look at what personal beliefs teachers form and what normative beliefs exist regarding the use of the Internet, but it also examines what lies beneath the formation of those beliefs. It investigates the underlying external factors that impact both attitudes and subjective norms. The knowledge of these external variables allows organizations to address or even change these variables, so that attitudes and subsequent behavior can consequently be affected. The results of the study can guide organizations in developing professional development strategies that might help teachers to accept the Internet as an educational medium.

Citation

Nink, K. (2004). Internet in Classrooms? An Examination of Variables Influencing a Teacher's Acceptance of the Web. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 1307-1309). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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