How Teachers' Personality Affect on Their Behavioral Intention to Use Tablet PC

Autor/inn/en	Camadan, Fatih; Reisoglu, Ilknur; Ursavas, Ömer Faruk; Mcilroy, David
Titel	How Teachers' Personality Affect on Their Behavioral Intention to Use Tablet PC
Quelle	In: International Journal of Information and Learning Technology, 35 (2018) 1, S.12-28 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-06-2017-0055
Schlagwörter	Personality Traits; Teacher Characteristics; Intention; Educational Technology; Technology Uses in Education; Handheld Devices; Teacher Surveys; Structural Equation Models; Teacher Behavior; Foreign Countries; Hypothesis Testing; Elementary Schools; Middle Schools; High Schools; Personality Assessment; Statistical Analysis; Personality Measures; Turkey + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher behaviour; Lehrerverhalten; Ausland; Hypothesenprüfung; Hypothesentest; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Persönlichkeitsanalyse; Statistische Analyse; Türkei
Abstract	Purpose: The purpose of this paper is to explore the effects of personality traits on teachers' technology acceptance. Design/methodology/approach To this end, a demographic information survey, Five-Factor inventory, and technology acceptance measure were used for data collection. The data were analyzed via structural equation modeling. Findings: According to the findings, conscientiousness has no significant effect on behavioral intention (BI) whereas openness and extraversion have positive indirect effects. On the other hand, agreeableness and neuroticism have negative indirect effects on BI. It was seen that the developed model explains 70 percent of BI, 77 percent of attitude toward use, 42 percent of perceived usefulness, 64 percent of perceived ease of use, and 15 percent of computer self-efficacy (CSE). It was revealed that CSE mediates the indirect effects of different personality traits on these variables. Practical implications: In this regard, highlighting the conveniences to be brought by using Tablet PCs and equipping teachers with competencies to use relevant technologies during teacher training and in-service training may be effective in developing BI to use Tablet PCs among teachers. Originality/value: The present study is different from previous studies in that it examines more than one technology through more than one measurement, takes personality as the predictor of technology use tendencies, and focuses on causal relationships between technology use and personality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01