A Model to Predict Educators' Attitudes towards Technology and Thus Technology Adoption

Autor/in	Govender, D. W.
Titel	A Model to Predict Educators' Attitudes towards Technology and Thus Technology Adoption
Quelle	In: Africa Education Review, 9 (2012) 3, S.548-568 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2012.741101
Schlagwörter	Foreign Countries; Models; Predictor Variables; Teacher Attitudes; Technology Uses in Education; Computer Attitudes; Adoption (Ideas); Technology Integration; Information Systems; Regression (Statistics); Positive Attitudes; Motivation; Usability; Difficulty Level; Educational Benefits; Intention; Secondary School Teachers; Questionnaires; South Africa + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Prädiktor; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ideas; Ideenfindung; Regression; Regressionsanalyse; psychologische; Motivation (psychologisch); Schwierigkeitsgrad; Bildungsertrag; Fragebogen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	"Technology," the buzz word for the last ten to fifteen years in South Africa. Technology availability is quite often mistaken for technology adoption and use. Technology has been made available to almost all tertiary institutions and at least some public schools. However, in most tertiary institutions many professors still refuse to use technology to enhance their lectures and many educators in schools have not yet "come on board" in a manner of speaking. The South African government has indicated its intention to ensure that every school has access to a wide choice of diverse, high quality communication services that will benefit all learners and local communities (DOE 2004). It is important that the Department of Basic Education recognizes that regardless of the amount of technology and its sophistication, technology will not be used unless educators have the skills, knowledge and attitudes necessary to infuse it into the curriculum. The aim of this paper is to determine educators' attitudes towards technology and thus technology adoption in teaching and learning. In doing so, this study attempted to determine what educators' attitudes/perceptions (used synonymously) are towards constructs (e.g. relative advantage, perceived behavioural control, complexity) extracted from the different information systems (IS) technology adoption models. Thereafter, regression analysis was used to determine the best predictor of educators' attitudes and thus technology adoption. The findings of this study suggest that overall the educators perceptions are somewhat positive across most IS constructs with the notable exception of Perceived Behavioural Control and Facilitating Conditions where the mean are below 3.5. The analysis suggests that the independent variables explaining the greatest amount of variance in computer attitudes are in order of predicative value: extrinsic motivation, perceived usefulness, complexity, perceived behavioural control and relative advantage. The results point to the importance of educators' vision of technology itself, their experiences with it, their perceptions towards computer attributes and the conditions that surround its introduction into schools in shaping their attitudes towards technology and its subsequent diffusion into their educational practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01