کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
6834976 618174 2015 13 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning
ترجمه فارسی عنوان
تبدیل شدن به خاصتر: سنجش و مدل سازی سوددهی درک شده معلمان از فناوری اطلاعات و ارتباطات در زمینه آموزش و یادگیری
کلمات کلیدی
تجزیه و تحلیل بیزی، اندازه گیری، سودمندی درک مفاهیم فناوری اطلاعات، مدل سازی معادلات ساختاری، پذیرش فناوری،
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
چکیده انگلیسی
Studies on teachers' acceptance and use of information and communication technology (ICT) have revealed perceived usefulness to be a crucial determinant for integrating ICT in classrooms. In consequence, the present study focuses on teachers' perceived usefulness of ICT for teaching and learning and is aimed at describing its structure and relations to self-efficacy, ICT use, and teachers' age. By means of Bayesian analysis, we specified confirmatory factor-analytic and structural equation models to a large-scale data set of N = 1190 Norwegian teachers. Our results supported the hypothesized four-factor structure of teachers' perceived usefulness of ICT, signifying different facets of ICT-related teaching goals in classrooms. Moreover, it was possible to disentangle general and specific components of the construct in nested factor models. In support of existing research, we found positive relations to self-efficacy and ICT use, but a negative relation to teachers' age. Our study provides evidence on a multidimensional conceptualization of teachers' perceived usefulness of ICT for teaching and learning, and verifies the relations to teacher-related characteristics. Implications for the measurement and modeling of the construct, and future research directions are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 88, October 2015, Pages 202-214
نویسندگان
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