Meeting the "Digital Natives": Understanding the Acceptance of Technology in Classrooms

Autor/inn/en	Gu, Xiaoqing; Zhu, Yuankun; Guo, Xiaofeng
Titel	Meeting the "Digital Natives": Understanding the Acceptance of Technology in Classrooms
Quelle	In: Educational Technology & Society, 16 (2013) 1, S.392-402 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Technology Integration; Technology Uses in Education; Teacher Attitudes; Student Attitudes; Computer Attitudes; Information Technology; Familiarity; Computer Literacy; Knowledge Level; Educational Technology; Barriers; Elementary School Students; Secondary School Students; Measures (Individuals); Likert Scales; Factor Analysis; Questionnaires; Statistical Analysis; Computer Use; Elementary School Teachers; Secondary School Teachers; Gender Differences; Surveys; Interviews; Regression (Statistics); China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Schülerverhalten; Informationstechnologie; Computerkenntnisse; Wissensbasis; Unterrichtsmedien; Sekundarschüler; Messdaten; Likert-Skala; Faktorenanalyse; Fragebogen; Statistische Analyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Regression; Regressionsanalyse
Abstract	The past few decades have witnessed the rapid development of information and communication technology around the world, as well as continuing efforts to introduce technology into K12 schools. To gauge the success of integrating technology into classrooms, how end users, including teachers and students, accept and use technology while overcoming a new kind of digital gap needs to be investigated. To better assess the integration of technology into the classroom experience, the current study aimed to understand the difference between teachers and students' acceptance of technology. The participants in this study were chosen through stratified random sampling in Shanghai. A research model with related factors compiled from literature on technology acceptance was used to collect data. The results indicated that the differences between teachers and students with regard to technology lie in how they utilize technology and how important they perceived it to be. The results of this study may help us better understand new millennium learners and provide them proper classroom technology products. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10