Exploring teacher acceptance of e-learning technology

Exploring teacher acceptance of e-learning technology

• Yuen, Allan H. K. University of Hong Kong
• Ma, Will W. K. Hong Kong Shue Yan University, Hong Kong

Asia-Pacific Journal of Teacher Education, 36(3), 229-243, 2008

Routledge

2008

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Teacher Education Self Efficacy Online Courses Intention Foreign Countries Educational Technology Data Analysis Teacher Attitudes Computer Attitudes Technology Integration Teaching Methods Questionnaires Computer Uses in Education Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

A number of studies have indicated that the successful pedagogical use of technology depends on teachers' attitudes and acceptance towards technology. In order to predict and understand teachers' technology use and acceptance, a well- defined framework is essential. The purpose of the present paper attempts to explore a model to understand teacher acceptance of e-learning technology. A self-reported questionnaire was designed to examine teacher acceptance and attitude towards an online learning platform. Data were collected from 152 in-service teachers who were studying in a part-time teacher education program in Hong Kong. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find a better model to understand teacher acceptance of e-learning technology. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm and computer self-efficacy, were formed and tested in the study. LISREL was used in the data analysis. It was found that subjective norm and computer self-efficacy serve as the two significant perception anchors of the fundamental constructs in TAM. However, contrary to previous literature, perceived ease of use became the sole determinant to the prediction of intention to use, while perceived usefulness was non-significant to the prediction of intention to use. Altogether, subjective norm, computer self- efficacy and perceived ease of use were able to explain 68 percent of the variance observed in users' intention to use the e-learning system. Implications to teacher education and teacher professional development are discussed.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598660802232779]

• English

Journal Articles

• 1359866X

• 10.1080/13598660802232779

https://bibliography.lib.eduhk.hk/en/bibs/1c517f36

2010-09-08