Informal Tools in Formal Context: Adoption of Web 2.0 Technologies among Geography Student Teachers in Ghana

Autor/in	Gyamfi, Stephen Adu
Titel	Informal Tools in Formal Context: Adoption of Web 2.0 Technologies among Geography Student Teachers in Ghana
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 13 (2017) 3, S.24-40 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Foreign Countries; Web 2.0 Technologies; Geography Instruction; Student Teachers; Computer Attitudes; Technology Uses in Education; Questionnaires; Multiple Regression Analysis; Intention; Social Influences; Usability; Instructional Design; Preservice Teacher Education; Hypothesis Testing; Self Efficacy; Correlation; Statistical Analysis; Ghana + Suchen Sie Ihr Suchwort? Ausland; Geography education; Geography lessons; Geografieunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Sozialer Einfluss; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehramtsstudiengang; Lehrerausbildung; Hypothesenprüfung; Hypothesentest; Self-efficacy; Selbstwirksamkeit; Korrelation; Statistische Analyse
Abstract	Despite the popularity of Web 2.0 technologies and their educational benefits in the 21st century classroom environment, their use for teaching and learning purposes is still very limited. This study extended the technology acceptance model (TAM) to empirically examine factors that determine Ghanaian geography student teachers' acceptance of Web 2.0 technologies for pedagogical purpose. A self-reported questionnaire administered to 300 student teachers in two universities in Ghana out of which 254 responded. The results from the stepwise multiple regression analysis showed that technological complexity, perceived usefulness and attitude towards use had a significant direct effect on intention to use Web 2.0 technologies. However, social influence which is an exogenous factor had the strongest influence on the student teachers' intention to use the Web 2.0 technologies than the two key original TAM constructs. Contrary to the original technology acceptance model, statistically, perceived ease of use had no significant influence on perceived usefulness. The findings are intended to provide insights to policy makers about how to design pre-service teacher education programmes that address the demands of teaching and learning with Web 2.0 technologies in Ghana in particular and developing world context in general. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01