Understanding technology acceptance in pre-service teachers of primary mathematics in Hong Kong
Bibliographic Data
| ID | 19513751 |
|---|---|
| Authors | Gary K W Wong (0000-0003-1269-0734, Education University of Hong Kong, corresponding author) |
| Year | 2015 |
| Volume | 31 |
| Issue | 6 |
| Publication date | 2015-12-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australasian Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 1449-3098 • E-ISSN: 1449-5554 |
| Publisher | Australasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ) |
| DOI | 10.14742/ajet.1890 |
| OpenAlex | W2233794819 |
| Language | EN |
| Citations received | 9 |
| References cited | 31 |
The adoption of educational technology in teaching depends on how well a teacher accepts it. This paper draws on a technology acceptance survey of pre-service primary mathematics teachers in Hong Kong to study the factors influencing their technology acceptance. This work adopted a mixed method approach, in which quantitative data were collected through questionnaire survey from 234 pre-service teachers, where the data were analysed using structural equation modelling with a customised technology acceptance model. The qualitative data were also collected from 14 of these pre-service teachers through interviews, and analysed using the iterative coding process. The results show an overall positive attitude towards the use of educational technology, while perceived usefulness is more influential than perceived ease of use. Perceived ease of use is found to rely heavily on facilitating conditions rather than computer self-efficacy. We also found that subjective norms have an indirect influence on the usage and adoption in our context. Explanations for these findings are discussed, together with implications of the results. Our findings are intended to provide insights to policy makers about how to design teacher education programmes that address the demands of learning and teaching with educational technologies in Hong Kong and related contexts
Business · Educational technology · Mathematics education · Qualitative property · Social science · Sociology · Structural equation modeling · Technology Acceptance Model · Technology integration · Usability · Child Development and Digital Technology · Computer Science · Education and Technology Integration · Gender and Technology in Education · Psychology · Marketing
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TPACK-based professional development for the AI era
Networking for online teacher collaboration
Exploring teachers’ attitudes toward implementing new ICT educational policies
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Growing voice
Preparing preservice EFL teachers for Call normalisation
Understanding technology acceptance in pre-service teachers of primary mathematics in Hong Kong
Multivariate data analysis
Research Methods in Education
Research Methods in Education
Predicting the use of web-based information systems
Understanding Technology Adoption
Understanding the limitations of global fit assessment in structural equation modeling
Time Flies When You’re Having Fun
Modelling technology acceptance in education
Structural equation modelling
Determinants of Perceived Ease of Use
Understanding Information Technology Usage
Why do people use information technology? A critical review of the technology acceptance model
Introduction to Structural Equation Modeling
Cutoff criteria for fit indexes in covariance structure analysis
The theory of planned behavior
User Acceptance of Information Technology
A Theoretical Extension of the Technology Acceptance Model
Technological Pedagogical Content Knowledge
User Acceptance of Computer Technology
The social psychology of telecommunications
Online social networks
Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers
Understanding technology acceptance in pre-service teachers of primary mathematics in Hong Kong
Attitude-behavior relations
Changing How and What Children Learn in School with Computer-Based Technologies
Learning cultures and learning styles
Compliance, identification, and internalization three processes of attitude change
Principles and Practice of Structural Equation Modeling
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,82 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |