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Modelling pre-service teachers’ perceived usefulness of an ICT-based student-centred learning (SCL) curriculum: A Singapore study
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Modelling pre-service teachers’ perceived usefulness of an ICT-based student-centred learning (SCL) curriculum: A Singapore study

T. Teo, C.B. Lee, C.S. Chai and D. Choy
Asia Pacific Education Review, Vol.10(4), pp.535-545
2009
DOI: https://doi.org/10.1007/s12564-009-9051-y
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Abstract

The purpose of this study is to examine the factors that influence pre-service teachers’ perceived usefulness of an Information and Communication Technology (ICT) course that was conducted using the student-centred learning (SCL) approach. In this study, perceived usefulness was used as the dependent variable and perceived competence, course delivery, facilitating conditions and learning environment as independent variables. The results of this study showed that perceived competence and course delivery have direct effects on pre-service teachers’ perceived usefulness of the course, while learning environment and facilitating conditions affect perceived usefulness indirectly. Overall, the results support the hypothesis that the four selected variables in this study affect perceived usefulness and that the resulting model is an adequate fit to the observed relationships among the factors that influenced pre-service teachers’ perceived usefulness of an ICT course.

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UN Sustainable Development Goals (SDGs)

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#4 Quality Education

Source: InCites

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Citation topics
6 Social Sciences
6.3 Management
6.3.368 Technology Acceptance Model
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
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