Chinese Language Teachers' Perceptions of Technology and Instructional Use of Technology: A Path Analysis

Autor/inn/en	Liu, Haixia; Lin, Chin-Hsi; Zhang, Dongbo; Zheng, Binbin
Titel	Chinese Language Teachers' Perceptions of Technology and Instructional Use of Technology: A Path Analysis
Quelle	In: Journal of Educational Computing Research, 56 (2018) 3, S.396-414 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117708313
Schlagwörter	Educational Technology; Technology Uses in Education; Elementary Secondary Education; Language Teachers; Path Analysis; Teacher Surveys; Teacher Attitudes; Difficulty Level; Predictor Variables; Value Judgment; Influences; Social Attitudes; Chinese; Statistical Analysis; Questionnaires; Preservice Teachers; Teacher Education Programs; Likert Scales; Goodness of Fit + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Language teacher; Sprachunterricht; Pfadanalyse; Lehrerverhalten; Schwierigkeitsgrad; Prädiktor; Werturteil; Influence; Einfluss; Einflussfaktor; Social attidude; Soziale Einstellung; China; Chinesen; Statistische Analyse; Fragebogen; Likert-Skala
Abstract	This study examined internal and external factors affecting pedagogical use of technology among 47 K-12 Chinese language teachers in the United States. Path analysis of the survey data was used to examine the relationships between the teachers' instructional use of technology, on the one hand, and on the other, their perceptions of three internal factors (i.e., technology's usefulness, its ease of use, and subjective norms) and one external factor (i.e., facilitating conditions). The results showed that these teachers' pedagogical use of technology could be predicted by two of the three internal factors (i.e., perceived usefulness and subjective norms) and by the external factor. Additionally, the external factor was found to have a significant influence on both perceived ease of use and subjective norms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01