Teachers Left Behind: Acceptance and Use of Technology in Lebanese Public High Schools

Autor/in	Baytiyeh, Hoda
Titel	Teachers Left Behind: Acceptance and Use of Technology in Lebanese Public High Schools
Quelle	In: International Journal of Information and Communication Technology Education, 10 (2014) 4, S.16-29, Artikel 2 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1876
DOI	10.4018/ijicte.2014100102
Schlagwörter	Computer Attitudes; Positive Attitudes; Technology Uses in Education; Public Schools; High Schools; Foreign Countries; Grade 12; Secondary School Teachers; Questionnaires; Information Technology; Teacher Attitudes; Lebanon + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Public school; Öffentliche Schule; High school; Oberschule; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; Fragebogen; Informationstechnologie; Lehrerverhalten; Libanon
Abstract	Nowadays, the use of computers in education is increasing worldwide. Information technology is deemed essential for the digital generation's classrooms. However, the adoption of technology in teaching and learning largely depends on the culture and social context. The aim of this research study is to evaluate the acceptance and use of technology of 12th grade teachers in public high schools in Lebanon. The theoretical framework is drawn from the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate teachers' intentions regarding the use and acceptance of technology in their daily teaching tasks. The participants were 161 teachers in Lebanese public high schools who completed a questionnaire that reflects the UTAUT. Social influence, experience and voluntariness of use appeared to have the strongest effect on teachers' attitudes regarding the use of technology, while effort expectancy and facilitating conditions had the lowest effect. These findings suggest that public schools should implement training in technology for teachers to support their teaching tasks in the context of this current digital generation of students. The study offers a discussion of the results and recommendations for policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01