Journal article
The influence of teachers’ conceptions of teaching and learning on their technology acceptance
Interactive Learning Environments, Vol.25(4), pp.513-527
2017
Abstract
Prior research has attempted to incorporate different personal variables within extant theories of technology acceptance models (TAMs). This study further extends TAM by incorporating teachers’ conceptions of teaching and learning (CoTL) in two forms: constructivist and traditional conceptions. The moderating effects of teachers’ demographic variables including age, gender, teaching experience, teaching level, and technology experience were tested. Our findings demonstrated that incorporating CoTL could provide a richer and more nuanced understanding of technology acceptance, although no moderating effects on any demographic variables were found.
Details
- Title
- The influence of teachers’ conceptions of teaching and learning on their technology acceptance
- Authors/Creators
- T. Teo (Author/Creator) - University of MacauM. Zhou (Author/Creator) - University of Macau
- Publication Details
- Interactive Learning Environments, Vol.25(4), pp.513-527
- Publisher
- Routledge, part of the Taylor & Francis Group
- Identifiers
- 991005540074707891
- Copyright
- © 2016 Informa UK Limited, trading as Taylor & Francis Group
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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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