Literaturnachweis - Detailanzeige
| Autor/inn/en | Badri, Masood; Al Rashedi, Asma; Yang, Guang; Mohaidat, Jihad; Al Hammadi, Arif |
|---|---|
| Titel | Technology Readiness of School Teachers: An Empirical Study of Measurement and Segmentation |
| Quelle | In: Journal of Information Technology Education: Research, 13 (2014), S.257-275 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-9714 |
| Schlagwörter | Teacher Competencies; Technological Literacy; Readiness; Public School Teachers; Foreign Countries; Teacher Characteristics; Self Concept; Self Efficacy; Intellectual Disciplines; Instructional Program Divisions; Gender Differences; Ethnic Groups; Teacher Student Ratio; Age Differences; Teaching Experience; Technology Integration; Educational Attainment; Geographic Location; Online Surveys; Statistical Analysis; Focus Groups; Factor Analysis; United Arab Emirates (Abu Dhabi) |
| Abstract | The Technology Readiness Index (TRI) developed by Parasuraman (2000) was adapted to measure the technology readiness of public school teachers in Abu Dhabi, United Arab Emirates. The study aims at better understanding the factors (mostly demographics) that affect such readiness levels. In addition, Abu Dhabi teachers are segmented into five main groups, with the highest percentage being "laggards" and "explorers". The findings of this study suggest that the TRI could also be considered a cross-culturally valid measurement scale for Abu Dhabi teachers. The study sample consisted of 796 teachers in 105 different public schools. The teachers' overall mean technology-readiness level was 3.5767. With regard to TRI self-perception, there are no significant differences among teachers across subject areas and the grade levels they teach. There are significant differences with regard to the teachers' gender, backgrounds (nationality), and the number of students a teacher is responsible for. Other variables, such as teachers' ages, experience, education, and work location, had partial effects. (As Provided). |
| Anmerkungen | Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEResearch/Overview |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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