Literaturnachweis - Detailanzeige
| Autor/inn/en | Teo, Timothy; Zhou, Mingming |
|---|---|
| Titel | The Influence of Teachers' Conceptions of Teaching and Learning on Their Technology Acceptance |
| Quelle | In: Interactive Learning Environments, 25 (2017) 4, S.513-527 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1049-4820 |
| DOI | 10.1080/10494820.2016.1143844 |
| Schlagwörter | Teacher Attitudes; Computer Attitudes; Instruction; Learning; Constructivism (Learning); Demography; Age; Sex; Teaching Experience; Technological Literacy; Structural Equation Models; Gender Differences; Instructional Program Divisions; Elementary Secondary Education; Foreign Countries; Questionnaires; Beliefs; Asia |
| Abstract | Prior research has attempted to incorporate different personal variables within extant theories of technology acceptance models (TAMs). This study further extends TAM by incorporating teachers' conceptions of teaching and learning (CoTL) in two forms: constructivist and traditional conceptions. The moderating effects of teachers' demographic variables including age, gender, teaching experience, teaching level, and technology experience were tested. Our findings demonstrated that incorporating CoTL could provide a richer and more nuanced understanding of technology acceptance, although no moderating effects on any demographic variables were found. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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