Factors Related to Teachers’ Adoption of a Two-Way Interactive Distance Education Technology
Sanaa I. Abou-Dagga, Palestinian Curriculum Development Center, Israel ; Mary E. Huba, Iowa State University, United States
IJET Volume 3, Number 4, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose was to identify factors related to teachers' perceived likelihood of using a state-wide, two-way, interactive distance education technology. A research model was developed and tested. Data were collected via survey from 325 teachers who attended inservice training. Teachers' attitude regarding use of the technology in their professional role as educators was the primary predictor of their likelihood of using it for instruction. Teachers' attitude toward using the technology was in turn significantly predicted by their habit of using other technologies, their attitude toward the technology's educational promise, the strength of their beliefs about positive consequences of using it, and the strength of their beliefs about the influence of the opinions of important others on their use of it. Attitude about use was not related to their attitude toward the technology's logistical constraints or the strength of their beliefs about negative consequences of using it. Results are discussed in terms of theory and practice.
Abou-Dagga, S.I. & Huba, M.E. (1997). Factors Related to Teachers’ Adoption of a Two-Way Interactive Distance Education Technology. International Journal of Educational Telecommunications, 3(4), 401-414. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 1997 Association for the Advancement of Computing in Education (AACE)
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