An Examination of Teacher Acceptance of Handheld Computers

Autor/inn/en	Adiguzel, Tufan; Capraro, Robert M.; Willson, Victor L.
Titel	An Examination of Teacher Acceptance of Handheld Computers
Quelle	In: International Journal of Special Education, 26 (2011) 3, S.12-27 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Computer Uses in Education; Intention; Educational Technology; Special Education Teachers; Handheld Devices; Laptop Computers; Teacher Attitudes; Technology Integration; Use Studies; Computer Attitudes; Teacher Surveys; Statistical Significance; Usability; Technological Literacy; Teacher Competency Testing; Time Perspective; Mail Surveys; Self Disclosure (Individuals); Predictor Variables; Individual Differences + Suchen Sie Ihr Suchwort? Computernutzung; Unterrichtsmedien; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Laptop computer; Laptop; Computer; Digitalrechner; Lehrerverhalten; Benutzerschulung; Technisches Wissen; Zeitbezug; Erhebungsinstrument; Prädiktor; Individueller Unterschied
Abstract	As states and federal legislation have invested in integration of new technologies into education, the teacher's role as the user of such technologies in the classroom becomes more prominent (Telecommunications Act of 1996). However, relevant prior research suggests that teacher resistance to new technologies remains high. This study explores teachers' acceptance of handheld computer use, and identifies key intention determinants for using this technology based on a modified version of the technology acceptance model. The new model with five constructs--(1) perceived ease of use, (2) perceived usefulness, (3) subjective norms, (4) intention to use, and (5) dependability--was tested using the handheld computer acceptance survey responses from 45 special education teachers grouped into four groups by experience of using technology for data collection. The results showed that the direct effect of two constructs, perceived usefulness and perceived ease of use, on intention to use a handheld computer was statistically significant. The dependability factor, which was not included in any prior technology acceptance literature, had a statistically significant effect on perceived ease of use and usefulness, and intention to use a handheld computer, respectively. Groups of participants differed on only subjective norm. Theoretical and practical implications were also discussed. (Contains 2 figures and 5 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10