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Year 2017, Volume 5, Issue 2, 1 - 18, 28.12.2017

Abstract

References

  • Anderson, J. C., & Gerbing, D. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173. Baydaş, Ö., & Göktaş, Y. (2016). Influential factors on preservice teachers' intentions to use ICT in future lessons. Computers in Human Behavior, 56, 170-178. Chang, C. T., Hajiyev, J., & Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach. Computers & Education, 111, 128-143. Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32-42. Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82-96. Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55(4), 1019-1031. Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189−211. Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum. Çakıroğlu, Ü., Gökoğlu, S., & Öztürk, M. (2017). Pre-service computer teachers’ tendencies towards the use of mobile technologies: A technology acceptance model perspective. European Journal of Open, Distance and E-learning, 20(1). Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 318−339. Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111−1132. Demir, K., & Akpınar, E. (2016). Mobil öğrenmeye yönelik tutum ölçeği geliştirme çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 59-79. Doğan, M., Şen, R. & Yılmaz, V. (2015). İnternet bankacılığına ilişkin davranışların planlanmış davranış teorisi ve teknoloji kabul modeli kullanılarak önerilen bir yapısal eşitlik modeliyle incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2015(22). Dold, C. J. (2016). Rethinking mobile learning in light of current theories and studies. The Journal of Academic Librarianship, 42(6), 679-686. DuFour, A., Lajeunesse, K., Pipada, R., Xu, S., & Nomee, J. (2017). The effect of data security perception on wearable device acceptance: a technology acceptance model. Proceedings of Student-Faculty Research Day, D11, 1-6. Eltayeb, M., & Dawson, M. (2016). Understanding user’s acceptance of personal cloud computing: Using the Technology Acceptance Model. Information Technology: New Generations, 448, 3-12. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley. Gao, S., Krogstie, J., & Siau, K. (2011). Developing an instrument to measure the adoption of mobile services. Mobile Information Systems, 7(1), 45-67. Hamidi, H., & Chavoshi, A. (2017). Analysis of the essential factors for the adoption of mobile learning in higher education: A case study of students of the University of Technology. Telematics and Informatics. Hossain, L., & de Silva, A. (2009). Exploring user acceptance of technology using social networks. The Journal of High Technology Management Research, 20(1), 1-18. Howell, D. W. (2016). Social media site use and the technology acceptance model: Social media sites and organization success (Unpublished doctoral dissertation). Capella University. ITU. (2017). ICT facts & figures: The world in 2017. Jaradat, R. M. (2014). Students' attitudes and perceptions towards using m-learning for French language learning: A case study on Princess Nora University. International Journal of Man - Machine Studies, 2(1), 33-44. Jöreskog, K., & Sörbom, D. (2001). LISREL 8.51. Mooresvile: Scientific Software. Karimi, S. (2016). Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning. Computers in Human Behavior, 63, 769-776. Kline, R. B. (2005). Principle and practice of structural equation modeling. New York, NY: Guilford Press. Koç, T., Turan, A. H., & Okursoy, A. (2016). Acceptance and usage of a mobile information system in higher education: An empirical study with structural equation modeling. The International Journal of Management Education, 14(3), 286-300. Kose, U., Koc, D., & Yucesoy, S. A. (2013). Design and development of a sample" computer programming" course tool via story-based e-learning approach. Educational Sciences: Theory and Practice, 13(2), 1235-1250. Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217-225. Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. Lee, K. C., & Chung, N. (2009). Understanding factors affecting trust in and satisfaction with mobile banking in Korea: A modified DeLone and McLean’s model perspective. Interacting with Computers, 21(5-6), 385-392. Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed?. Journal of Computing in Teacher Education, 25(3), 87-97. Ma, W. W. K., Andersson, R., & Streith, K. O. (2005). Examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21(6), 387-395. Mac Callum, K. S. (2011). Influences on the adoption of mobile technology by students and teachers (Unpublished doctoral dissertation) Massey University, Albany, New Zealand. Mac Callum, K., Jeffrey, L., & Kinshuk. (2014). Factors impacting teachers’ adoption of mobile learning. Journal of Information Technology Education: Research, 13, Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factory analysis: The effects of sample size. Psychological Bulletin, 103(3), 391-410. doi: 10.1007/BF01102761 Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76-85. Meng, H., & Wang, T. (2012). Acceptance of IWBs instruction and contamitant behavior through self-regulation learning. GSTF Journal on Computing, 1(4). Menzi, N., Önal, N., & çalışkan, E. (2012). Mobil teknolojilerin eğitim amaçlı kullanımına yönelik akademisyen görüşlerinin Teknoloji Kabul Modeli çerçevesinde incelenmesi. Ege Eğitim Dergisi, 13(1), 40-55. Milli Eğitim Bakanlığı (MEB). (2017a). Milli Eğitim Bakanlığı FATİH Projesi. http://fatihprojesi.meb.gov.tr adresinden 1 Nisan 2017 tarihinde edinilmiştir. Moran, M., Hawkes, M., & El Gayar, O. (2010). Tablet personal computer integration in higher education: Applying the unified theory of acceptance and use technology model to understand supporting factors. Journal of Educational Computing Research, 42(1), 79-101. Mun, Y. Y., & Hwang, Y. (2003). Predicting the use of web-based information systems: self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. International Journal of Human-Computer Studies, 59(4), 431-449. Müller-Seitz, G., Dautzenberg, K., Creusen, U., & Stromereder, C. (2009). Customer acceptance of RFID technology: Evidence from the German electronic retail sector. Journal of Retailing and Consumer Services, 16(1), 31-39. Naqvi, S. J. (2012). M-services Adoption in Oman Using Technology Acceptance Modeling Approach. Communications of the IBIMA, 2012, 1. Neuman, L. W. (2007). Toplumsal araştırma yöntemleri: Nitel ve nicel yaklaşımlar (Çev. S. Özge). İstanbul: Yayın Odası. Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., ... & Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?. Computers & Education, 59(2), 399-411. Ozan, O. (2013). Bağlantıcı mobil öğrenme ortamlarında yönlendirici destek (Yayımlanmamış doktora tezi). Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir. Park, S. Y. (2009). An analysis of the technology acceptance model in understanding university students' behavioral intention to use e-learning. Journal of Educational Technology & Society, 12(3), 150. Park, S. Y., Nam, M. W., & Cha, S. B. (2012). University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605. Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distributed Learning, 12(2), 78-102. Pavlou, P. A. (2003). Consumer acceptance of electronic commerce: Integrating trust and risk with the technology acceptance model. International Journal of Electronic Commerce, 7(3), 101-134. Pullen, D., Swabey, K., Abadooz, M., & Sing, T. K. R. (2015). Pre-service teachers' acceptance and use of mobile learning in Malaysia. Australian Educational Computing, 30(1), 1-14. 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TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL

Year 2017, Volume 5, Issue 2, 1 - 18, 28.12.2017

Abstract


The purpose of this research is to examine the opinions of prospective teachers toward mobile technology within the frame of Technology Acceptance Model. This research aims to explain structural equation model which is formed according to the Technology Acceptance model, in which teacher candidates' perceived usefulness, perceived ease of use, and attitude variables affecting behavioral intention and usage are related to the use of mobile technologies. In the study, in order to investigate the causal relationship between the variables in the theoretical model was used causal research design. Participants of the study consisted of 350 teacher candidates from a faculty of education at a university in Central Anatolia. The data of the study were collected with scale, including 4 demographic information, 3 questions and 20 items which were measured using 7 points likert scale, developed by researchers in order to determine the factors affecting the use of mobile technology by the teacher candidates. The structural equation model was used to test the relationship between perceived usefulness, perceived ease of use, attitude and behavioral intentions within the theoretical model which is formed according to Technology Acceptance Model. In the research, the good-fit indexes of the total model concurrent contribution of each variable related to the path analysis performed for the theoretical model for the relation between the perceived usefulness, perceived ease of use, attitude, behavioral intention and usage were determined. The NFI, the GFI, and the AGFI were found to be .86, .84, and .80, respectively. The goodness of fit implies that the values ​​fit the data obtained from the theoretical model. At the same time, the RMSEA value was set at .08, which seems to be sufficient for harmonization. Similarly, the ratio of χ2 / df, determined as 3.68, is indicative of compatibility between observed and reproduced covariance matrices. As a result of the study, the perceived usefulness and perceived ease of use of teaching teacher candidates' attitudes have a positive effect on attitude, and attitude has positive effect on behavioral intention, and also behavioral intention has a positive effect on usage.


References

  • Anderson, J. C., & Gerbing, D. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173. Baydaş, Ö., & Göktaş, Y. (2016). Influential factors on preservice teachers' intentions to use ICT in future lessons. Computers in Human Behavior, 56, 170-178. Chang, C. T., Hajiyev, J., & Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach. Computers & Education, 111, 128-143. Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32-42. Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82-96. Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55(4), 1019-1031. Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189−211. Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum. Çakıroğlu, Ü., Gökoğlu, S., & Öztürk, M. (2017). Pre-service computer teachers’ tendencies towards the use of mobile technologies: A technology acceptance model perspective. European Journal of Open, Distance and E-learning, 20(1). Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 318−339. Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111−1132. Demir, K., & Akpınar, E. (2016). Mobil öğrenmeye yönelik tutum ölçeği geliştirme çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 59-79. Doğan, M., Şen, R. & Yılmaz, V. (2015). İnternet bankacılığına ilişkin davranışların planlanmış davranış teorisi ve teknoloji kabul modeli kullanılarak önerilen bir yapısal eşitlik modeliyle incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2015(22). Dold, C. J. (2016). Rethinking mobile learning in light of current theories and studies. The Journal of Academic Librarianship, 42(6), 679-686. DuFour, A., Lajeunesse, K., Pipada, R., Xu, S., & Nomee, J. (2017). The effect of data security perception on wearable device acceptance: a technology acceptance model. Proceedings of Student-Faculty Research Day, D11, 1-6. Eltayeb, M., & Dawson, M. (2016). Understanding user’s acceptance of personal cloud computing: Using the Technology Acceptance Model. Information Technology: New Generations, 448, 3-12. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley. Gao, S., Krogstie, J., & Siau, K. (2011). Developing an instrument to measure the adoption of mobile services. Mobile Information Systems, 7(1), 45-67. Hamidi, H., & Chavoshi, A. (2017). Analysis of the essential factors for the adoption of mobile learning in higher education: A case study of students of the University of Technology. Telematics and Informatics. Hossain, L., & de Silva, A. (2009). Exploring user acceptance of technology using social networks. The Journal of High Technology Management Research, 20(1), 1-18. Howell, D. W. (2016). Social media site use and the technology acceptance model: Social media sites and organization success (Unpublished doctoral dissertation). Capella University. ITU. (2017). ICT facts & figures: The world in 2017. Jaradat, R. M. (2014). Students' attitudes and perceptions towards using m-learning for French language learning: A case study on Princess Nora University. International Journal of Man - Machine Studies, 2(1), 33-44. Jöreskog, K., & Sörbom, D. (2001). LISREL 8.51. Mooresvile: Scientific Software. Karimi, S. (2016). Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning. Computers in Human Behavior, 63, 769-776. Kline, R. B. (2005). Principle and practice of structural equation modeling. New York, NY: Guilford Press. Koç, T., Turan, A. H., & Okursoy, A. (2016). Acceptance and usage of a mobile information system in higher education: An empirical study with structural equation modeling. The International Journal of Management Education, 14(3), 286-300. Kose, U., Koc, D., & Yucesoy, S. A. (2013). Design and development of a sample" computer programming" course tool via story-based e-learning approach. Educational Sciences: Theory and Practice, 13(2), 1235-1250. Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217-225. Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. Lee, K. C., & Chung, N. (2009). Understanding factors affecting trust in and satisfaction with mobile banking in Korea: A modified DeLone and McLean’s model perspective. Interacting with Computers, 21(5-6), 385-392. Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed?. Journal of Computing in Teacher Education, 25(3), 87-97. Ma, W. W. K., Andersson, R., & Streith, K. O. (2005). Examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21(6), 387-395. Mac Callum, K. S. (2011). Influences on the adoption of mobile technology by students and teachers (Unpublished doctoral dissertation) Massey University, Albany, New Zealand. Mac Callum, K., Jeffrey, L., & Kinshuk. (2014). Factors impacting teachers’ adoption of mobile learning. Journal of Information Technology Education: Research, 13, Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factory analysis: The effects of sample size. Psychological Bulletin, 103(3), 391-410. doi: 10.1007/BF01102761 Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76-85. Meng, H., & Wang, T. (2012). Acceptance of IWBs instruction and contamitant behavior through self-regulation learning. GSTF Journal on Computing, 1(4). Menzi, N., Önal, N., & çalışkan, E. (2012). Mobil teknolojilerin eğitim amaçlı kullanımına yönelik akademisyen görüşlerinin Teknoloji Kabul Modeli çerçevesinde incelenmesi. Ege Eğitim Dergisi, 13(1), 40-55. Milli Eğitim Bakanlığı (MEB). (2017a). Milli Eğitim Bakanlığı FATİH Projesi. http://fatihprojesi.meb.gov.tr adresinden 1 Nisan 2017 tarihinde edinilmiştir. Moran, M., Hawkes, M., & El Gayar, O. (2010). Tablet personal computer integration in higher education: Applying the unified theory of acceptance and use technology model to understand supporting factors. Journal of Educational Computing Research, 42(1), 79-101. Mun, Y. Y., & Hwang, Y. (2003). Predicting the use of web-based information systems: self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. International Journal of Human-Computer Studies, 59(4), 431-449. Müller-Seitz, G., Dautzenberg, K., Creusen, U., & Stromereder, C. (2009). Customer acceptance of RFID technology: Evidence from the German electronic retail sector. Journal of Retailing and Consumer Services, 16(1), 31-39. Naqvi, S. J. (2012). M-services Adoption in Oman Using Technology Acceptance Modeling Approach. Communications of the IBIMA, 2012, 1. Neuman, L. W. (2007). Toplumsal araştırma yöntemleri: Nitel ve nicel yaklaşımlar (Çev. S. Özge). İstanbul: Yayın Odası. Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., ... & Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?. Computers & Education, 59(2), 399-411. Ozan, O. (2013). Bağlantıcı mobil öğrenme ortamlarında yönlendirici destek (Yayımlanmamış doktora tezi). Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir. Park, S. Y. (2009). 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Details

Subjects Education, Scientific Disciplines
Journal Section Makaleler
Authors

Zuhal ÇUBUKÇU>

Türkiye


Şule Betül TOSUNTAŞ>

0000-0002-0731-6505


Kağan KIRCABURUN>

Publication Date December 28, 2017
Published in Issue Year 2017, Volume 5, Issue 2

Cite

Bibtex @research article { aji359447, journal = {Asya Öğretim Dergisi}, eissn = {2148-2659}, address = {}, publisher = {Yeni Eğitim Yayıncılık}, year = {2017}, volume = {5}, number = {2}, pages = {1 - 18}, title = {TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL}, key = {cite}, author = {Çubukçu, Zuhal and Tosuntaş, Şule Betül and Kırcaburun, Kağan} }
APA Çubukçu, Z. , Tosuntaş, Ş. B. & Kırcaburun, K. (2017). TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL . Asya Öğretim Dergisi , 5 (2) , 1-18 . Retrieved from https://dergipark.org.tr/en/pub/aji/issue/33488/359447
MLA Çubukçu, Z. , Tosuntaş, Ş. B. , Kırcaburun, K. "TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL" . Asya Öğretim Dergisi 5 (2017 ): 1-18 <https://dergipark.org.tr/en/pub/aji/issue/33488/359447>
Chicago Çubukçu, Z. , Tosuntaş, Ş. B. , Kırcaburun, K. "TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL". Asya Öğretim Dergisi 5 (2017 ): 1-18
RIS TY - JOUR T1 - TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL AU - ZuhalÇubukçu, Şule BetülTosuntaş, KağanKırcaburun Y1 - 2017 PY - 2017 N1 - DO - T2 - Asya Öğretim Dergisi JF - Journal JO - JOR SP - 1 EP - 18 VL - 5 IS - 2 SN - -2148-2659 M3 - UR - Y2 - 2017 ER -
EndNote %0 Asian Journal of Instruction (E-AJI) TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL %A Zuhal Çubukçu , Şule Betül Tosuntaş , Kağan Kırcaburun %T TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL %D 2017 %J Asya Öğretim Dergisi %P -2148-2659 %V 5 %N 2 %R %U
ISNAD Çubukçu, Zuhal , Tosuntaş, Şule Betül , Kırcaburun, Kağan . "TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL". Asya Öğretim Dergisi 5 / 2 (December 2017): 1-18 .
AMA Çubukçu Z. , Tosuntaş Ş. B. , Kırcaburun K. TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL. Asya Öğretim Dergisi. 2017; 5(2): 1-18.
Vancouver Çubukçu Z. , Tosuntaş Ş. B. , Kırcaburun K. TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL. Asya Öğretim Dergisi. 2017; 5(2): 1-18.
IEEE Z. Çubukçu , Ş. B. Tosuntaş and K. Kırcaburun , "TEKNOLOJİ KABUL MODELİ ÇERÇEVESİNDE ÖĞRETMEN ADAYLARININ MOBİL TEKNOLOJİLERE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ / INVESTIGATION OF PRE-SERVICE TEACHERS' OPINIONS TOWARD MOBILE TECHNOLOGIES WITHIN THE FRAME OF TECHNOLOGY ACCEPTANCE MODEL", Asya Öğretim Dergisi, vol. 5, no. 2, pp. 1-18, Dec. 2017

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