Factors affecting Pre-Service Teachers’ Acceptance of Technology-Rich Learning Environments in Abu Dhabi
Scott Parkman, Emirates College for Advanced Education, United Arab Emirates
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study addresses the extent to which pre-service teachers in Abu Dhabi accept and intend to utilize technology-rich learning environments in their future teaching practice. Employing a modified version of the Technology Acceptance Model, the study was able to identify and measure the effects of four attitudinal antecedents, including perceived user resources and computer self-efficacy, on pre-service teachers’ attitudes towards technology-rich learning environments. The results indicated strong levels of acceptance of technology-learning environments among Emirati pre-service teachers. The results of the factor and regression analysis indicated that the proposed model was able to explain 74.2% percent of the variance in pre-service teachers’ behavioral intentions and that the modified model was both valid and reliable. Perceived usefulness and computer self-efficacy were found to be the most important factors influencing pre-service teacher attitudes and intentions.
Parkman, S. (2015). Factors affecting Pre-Service Teachers’ Acceptance of Technology-Rich Learning Environments in Abu Dhabi. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (p. 3370). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Ronny Scherer, Department of Teacher Education and School Research (ILS), Norway; Timothy Teo, School of Education, Australia
Educational Research Review Vol. 27, No. 1 (June 2019) pp. 90–109
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