Investigating Pre-Service Teachers' Acceptance of Web 2.0 Technologies in Their Future Teaching: A Chinese Perspective

Autor/inn/en	Teo, Timothy; Sang, Guoyuan; Mei, Bing; Hoi, Cathy Ka Weng
Titel	Investigating Pre-Service Teachers' Acceptance of Web 2.0 Technologies in Their Future Teaching: A Chinese Perspective
Quelle	In: Interactive Learning Environments, 27 (2019) 4, S.530-546 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mei, Bing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1489290
Schlagwörter	Foreign Countries; Web 2.0 Technologies; Educational Technology; Technology Uses in Education; Preservice Teachers; Student Attitudes; Teaching Methods; Technological Literacy; Pedagogical Content Knowledge; Value Judgment; Intention; Technology Integration; Usability; China + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Pädagogische Kompetenz; Werturteil
Abstract	In recent years, there has been an exponential growth of the explorations around the pedagogical use of Web 2.0 technologies in China. This study offers an alternate perspective by examining predictors of pre-service teachers' uptake of Web 2.0 technologies for teaching purposes. On the basis of prior related research focusing on the pedagogical use of ICT, an eight-factor research model was hypothesised. Data were collected from two universities in China through a questionnaire (N = 464). Structural equation modelling analysis results suggested that perceived usefulness, perceive enjoyment, subjective norm, technological pedagogical and content knowledge, and facilitating conditions had statistically significant direct effects on intention to use Web 2.0 technologies. The findings can help stakeholders in China (e.g. teacher educators, school leaders, and education policy makers) develop a better understanding of the realities of teachers' pedagogical use Web 2.0 technologies in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01