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Teachers\' Perceptions Regarding Usefulness of Technology as an Innovation

Year 2013, Volume: 12 Issue: 1, 52 - 65, 26.06.2013

Abstract

The purpose of this phenomenological study is to qualitatively describe teachers’ perceptions regarding usefulness of technology. The study group consisted of ten teachers working in a primary school in Ankara. Data were collected through semi structured interviews and analyzed through content analysis approach. The findings indicate that, there is a difference in teachers’ perceptions between personal and professional contexts. In the personal context, teachers found technology as an innovation useful in terms of “Easiness”, “Times”, “Economy”, “Upgrading Standards of Living”. In the professional context, perceptions regarding usefulness of technology as an innovation gathered around three themes. These themes are defined as, “Preparation for Learning and Teaching Process”, “Process of Learning and Teaching”, “Output of Learning and Teaching Process” and discussed in detail.

References

  • Ahmad, T.B., Madarsha,K.B., Zainuddin, A.M., Ismail, N.İ.H., & Nordin, M.S. (2010). Faculty's Acceptance of Computer Based Technology: Cross-Validation of an Extended Model. Australasian Journal of Educational Technology, 26(2), 268-279.
  • Chen, H.-R., & Huang, H.-L. (2010). User Acceptance of Mobile Knowledge Management Learning System: Design and Analysis. Educational Technology & Society, 13 (3), 70–77.
  • Cho, J., & Trent, A. (2006). Validity in qualitative research revisited, Qualitative Research, 6(3), 3193
  • Compeau, D.R., Meister, D. B., & Higgins, C. A. (2007). From Prediction To Explanation: Reconceptualizing and Extending the Perceived Characteristics of Innovating, Journal of The Association of Information Systems, 8(8), 409-439.
  • Creswell, J. W. (2007). Qualitative Inquiry & Research Design Choosing Among Five Approaches. Sage Publications.
  • Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340.
  • Kalantary, K., Asadi, A., Mohammadi, H-M., & Rezaei, M. (2008). Predicting E-Learning Application In Agricultural Higher Educatıon Using Technology Acceptance Model. Turkish Online Journal of Distance Education, 9(1), 85-95.
  • Karahanna, E., Agarwal, R., &Angst, C. (2006). Reconceptualizing Compatibility Beliefs in Technology Acceptance Research. MIS Quarterly, 30(4), 781-804.
  • King, W. R., & He, J. (2006). A Meta-Analysis of The Technology Acceptance Model. Information &Management, 43, 740-755.
  • Kiraz, E., & Ozdemir, D. (2006). The Relationship Between Educational Ideologies and Technology Acceptance in Preservice Teachers. Educational Technology & Society, 9(2), 152-165.
  • Kumar N., Rose, R.C., & D’Silva, J.L. (2008). Predictors of Technology Deployment Among Malaysian Teachers. American Journal of Applied Sciences. 5(9), 1127-1134.
  • Lau, S-H., & Woods, P.C. (2008). An Investigation Of User Perceptions And Attitudes Towards Learning Objects. British Journal of Educational Technology, 39(4), 685–699.
  • Lee, Y-C. (2008). The Role Of Perceived Resources In Online Learning Adoption. Computers & Education, 50(4), 1423–1438.
  • Lee, J.-S., Cho, H., Gay, G., Davidson, B., & Ingraffea, A. (2003). Technology Acceptance and Social Networking in Distance Learning. Educational Tehnology & Society, 6(2), 50-61.
  • Liao, C.H., & Tsou, C.W. (2009). User acceptance of computer-mediated communication: The SkypeOut case. Expert Systems with Applications, 36, 4595–4603.
  • Lin, K-M. (2010). E-Learning Continuance Intention: Moderating Effects Of User E-Learning Experience. Computers & Education, 56 (2), 515–526.
  • Luan, W. S., & Teo, T. (2009). Investigating The Technology Acceptance Among Student Teachers in Malaysia: An Application of The Technology Acceptance Model (TAM). The Asia-Pacific Education Researcher,18(2), 261-272.
  • Ma, W. W-K., Andersonw, R., & Streithw, K-O. (2005). Examining User Acceptance Of Computer Technology: An Empirical Study Of Student Teachers. Journal of Computer Assisted Learning, 21(4), 387–395.
  • Macharia, J., & Nyakwende, E. (2010). The Influence of E-mail on Students’ Learning in Higher Education: An Extension to the Technology Acceptance Model (TAM). Asian Journal of Information Technology, 9(3), 123-132.
  • Miles, M.B., & Huberman, A.M. (1994) Qualitative Data Analysis: An Expanded Sourcebook (2nd edn.), Sage:London & Thousand Oaks, California.
  • Park, N., Roman, R. Lee, S., & Chung, J.E.(2009). User Acceptance of a Digital Library System in Developing Countries: An application of the Technology Acceptance Model. International Journal of Information Management, 29, 196–209
  • Raaj, E. M., & Schepers, J. J. L. (2008). The Acceptance and Use Of A Virtual Learning Environment İn China, Computers & Education, 50(3), 838–852.
  • Ramayah, T. (2010). The Role of Voluntariness In Distance Education Students’ Usage Of A Course Website. The Turkish Online Journal of Educational Technology, 9(3), 96- 105.
  • Rogers, E. (2003). Diffusion of Innovation. New York: Free Press.
  • Straub, E. T. (2010). Understanding Technology Adoption: Theory and Future DirectIons for Informal Learning. Review of Educational Research, 79(2), 625-649.
  • Sorebo, O., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The Role of Self-Determination Theory in Explaining Teachers' Motivation To Continue To Use e-Learning Technology. Computers & Education. 53(4), 1177–1187.
  • Sun, H.M., & Cheng, W.L.(2009). The Input-Interface of Webcam Applied in 3D Virtual Reality Systems. Computers & Education. 53(4), 1231–1240.
  • Teo, T., Su Luan, W., & Sing, C. C. (2008). A Cross-Cultural Examination of the Intention To Use Technology Between Singaporean and Malaysian Pre-service Teachers: An Application of the Technology Acceptance Model (TAM). Educational Technology & Society, 11(4), 265–280. Usluel, Y. K. ve Mazman, S. G. (2010). Eğitimde Yeniliklerin Yayılımı, Kabulü ve Benimsenmesi Sürecinde Yer Alan Öğeler: Bir içerik Analizi Çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi. 39(3), 60-74.
  • Usluel, Y. K., Avcı, Ü., Kurtoğlu M. ve Uslu, N. (inceleme sürecinde). Yeniliklerin Benimsenmesi Sürecinde Rol Oynayan Değişkenlerin Betimsel Tarama Yöntemiyle İncelenmesi. Vankatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance Of Informatıon Technology: Toward a Unified View. MIS Quarterly, 27(3), 425-478.
  • Yıldırım, A. Ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayınları. Yuen, Allan H. K., Ma, & Will W. K. (2008). Exploring Teacher Acceptance of e-learning Technology. Asia-Pacific Journal of Teacher Education, 36(3), 229-243.

Öğretmenlerin bir Yenilik Olarak Teknoloji ile İlgili Yarar Algıları

Year 2013, Volume: 12 Issue: 1, 52 - 65, 26.06.2013

Abstract

Olgubilim deseninde planlanan bu çalışmanın amacı, öğretmenlerin, bir yenilik olarak teknolojiyle ilgili, yarar algılarının betimlenmesidir. Araştırmanın katılımcılarını, Ankara’da bir ilköğretim okulunda görev yapmakta olan on öğretmen oluşturmaktadır. Veriler, yarı yapılandırılmış görüşme formu aracılığıyla toplanmış, içerik analizi ile çözümlenmiştir. Analiz sonucunda öğretmenlerin mesleki ve kişisel bağlamda yarar algılarının birbirinden farklı olduğu görülmüştür. Öğretmenlerin kişisel bağlamda bir yenilik olarak teknolojiyi “Kolaylık”, “Zaman”, “Ekonomiklik” ve “Hayat Standartlarını Yükseltme”, açısından yararlı buldukları belirlenmiştir. Mesleki bağlamda bir yenilik olarak teknoloji konusundaki yarar algılarının ise, üç temada toplandığı belirlenmiştir. Bu temalar, “Öğrenme Öğretme Sürecine Hazırlık”, “Öğrenme Öğretme Süreci” ve “Öğrenme Öğretme Sürecinin Çıktısı” olarak isimlendirilmiş, makale içerisinde ayrıntılı olarak tartışılmıştır

References

  • Ahmad, T.B., Madarsha,K.B., Zainuddin, A.M., Ismail, N.İ.H., & Nordin, M.S. (2010). Faculty's Acceptance of Computer Based Technology: Cross-Validation of an Extended Model. Australasian Journal of Educational Technology, 26(2), 268-279.
  • Chen, H.-R., & Huang, H.-L. (2010). User Acceptance of Mobile Knowledge Management Learning System: Design and Analysis. Educational Technology & Society, 13 (3), 70–77.
  • Cho, J., & Trent, A. (2006). Validity in qualitative research revisited, Qualitative Research, 6(3), 3193
  • Compeau, D.R., Meister, D. B., & Higgins, C. A. (2007). From Prediction To Explanation: Reconceptualizing and Extending the Perceived Characteristics of Innovating, Journal of The Association of Information Systems, 8(8), 409-439.
  • Creswell, J. W. (2007). Qualitative Inquiry & Research Design Choosing Among Five Approaches. Sage Publications.
  • Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340.
  • Kalantary, K., Asadi, A., Mohammadi, H-M., & Rezaei, M. (2008). Predicting E-Learning Application In Agricultural Higher Educatıon Using Technology Acceptance Model. Turkish Online Journal of Distance Education, 9(1), 85-95.
  • Karahanna, E., Agarwal, R., &Angst, C. (2006). Reconceptualizing Compatibility Beliefs in Technology Acceptance Research. MIS Quarterly, 30(4), 781-804.
  • King, W. R., & He, J. (2006). A Meta-Analysis of The Technology Acceptance Model. Information &Management, 43, 740-755.
  • Kiraz, E., & Ozdemir, D. (2006). The Relationship Between Educational Ideologies and Technology Acceptance in Preservice Teachers. Educational Technology & Society, 9(2), 152-165.
  • Kumar N., Rose, R.C., & D’Silva, J.L. (2008). Predictors of Technology Deployment Among Malaysian Teachers. American Journal of Applied Sciences. 5(9), 1127-1134.
  • Lau, S-H., & Woods, P.C. (2008). An Investigation Of User Perceptions And Attitudes Towards Learning Objects. British Journal of Educational Technology, 39(4), 685–699.
  • Lee, Y-C. (2008). The Role Of Perceived Resources In Online Learning Adoption. Computers & Education, 50(4), 1423–1438.
  • Lee, J.-S., Cho, H., Gay, G., Davidson, B., & Ingraffea, A. (2003). Technology Acceptance and Social Networking in Distance Learning. Educational Tehnology & Society, 6(2), 50-61.
  • Liao, C.H., & Tsou, C.W. (2009). User acceptance of computer-mediated communication: The SkypeOut case. Expert Systems with Applications, 36, 4595–4603.
  • Lin, K-M. (2010). E-Learning Continuance Intention: Moderating Effects Of User E-Learning Experience. Computers & Education, 56 (2), 515–526.
  • Luan, W. S., & Teo, T. (2009). Investigating The Technology Acceptance Among Student Teachers in Malaysia: An Application of The Technology Acceptance Model (TAM). The Asia-Pacific Education Researcher,18(2), 261-272.
  • Ma, W. W-K., Andersonw, R., & Streithw, K-O. (2005). Examining User Acceptance Of Computer Technology: An Empirical Study Of Student Teachers. Journal of Computer Assisted Learning, 21(4), 387–395.
  • Macharia, J., & Nyakwende, E. (2010). The Influence of E-mail on Students’ Learning in Higher Education: An Extension to the Technology Acceptance Model (TAM). Asian Journal of Information Technology, 9(3), 123-132.
  • Miles, M.B., & Huberman, A.M. (1994) Qualitative Data Analysis: An Expanded Sourcebook (2nd edn.), Sage:London & Thousand Oaks, California.
  • Park, N., Roman, R. Lee, S., & Chung, J.E.(2009). User Acceptance of a Digital Library System in Developing Countries: An application of the Technology Acceptance Model. International Journal of Information Management, 29, 196–209
  • Raaj, E. M., & Schepers, J. J. L. (2008). The Acceptance and Use Of A Virtual Learning Environment İn China, Computers & Education, 50(3), 838–852.
  • Ramayah, T. (2010). The Role of Voluntariness In Distance Education Students’ Usage Of A Course Website. The Turkish Online Journal of Educational Technology, 9(3), 96- 105.
  • Rogers, E. (2003). Diffusion of Innovation. New York: Free Press.
  • Straub, E. T. (2010). Understanding Technology Adoption: Theory and Future DirectIons for Informal Learning. Review of Educational Research, 79(2), 625-649.
  • Sorebo, O., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The Role of Self-Determination Theory in Explaining Teachers' Motivation To Continue To Use e-Learning Technology. Computers & Education. 53(4), 1177–1187.
  • Sun, H.M., & Cheng, W.L.(2009). The Input-Interface of Webcam Applied in 3D Virtual Reality Systems. Computers & Education. 53(4), 1231–1240.
  • Teo, T., Su Luan, W., & Sing, C. C. (2008). A Cross-Cultural Examination of the Intention To Use Technology Between Singaporean and Malaysian Pre-service Teachers: An Application of the Technology Acceptance Model (TAM). Educational Technology & Society, 11(4), 265–280. Usluel, Y. K. ve Mazman, S. G. (2010). Eğitimde Yeniliklerin Yayılımı, Kabulü ve Benimsenmesi Sürecinde Yer Alan Öğeler: Bir içerik Analizi Çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi. 39(3), 60-74.
  • Usluel, Y. K., Avcı, Ü., Kurtoğlu M. ve Uslu, N. (inceleme sürecinde). Yeniliklerin Benimsenmesi Sürecinde Rol Oynayan Değişkenlerin Betimsel Tarama Yöntemiyle İncelenmesi. Vankatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance Of Informatıon Technology: Toward a Unified View. MIS Quarterly, 27(3), 425-478.
  • Yıldırım, A. Ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayınları. Yuen, Allan H. K., Ma, & Will W. K. (2008). Exploring Teacher Acceptance of e-learning Technology. Asia-Pacific Journal of Teacher Education, 36(3), 229-243.
There are 30 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Yasemin Koçak Usluel

Nilüfer Uslu This is me

Publication Date June 26, 2013
Published in Issue Year 2013 Volume: 12 Issue: 1

Cite

APA Usluel, Y. K., & Uslu, N. (2013). Öğretmenlerin bir Yenilik Olarak Teknoloji ile İlgili Yarar Algıları. İlköğretim Online, 12(1), 52-65.
AMA Usluel YK, Uslu N. Öğretmenlerin bir Yenilik Olarak Teknoloji ile İlgili Yarar Algıları. İOO. March 2013;12(1):52-65.
Chicago Usluel, Yasemin Koçak, and Nilüfer Uslu. “Öğretmenlerin Bir Yenilik Olarak Teknoloji Ile İlgili Yarar Algıları”. İlköğretim Online 12, no. 1 (March 2013): 52-65.
EndNote Usluel YK, Uslu N (March 1, 2013) Öğretmenlerin bir Yenilik Olarak Teknoloji ile İlgili Yarar Algıları. İlköğretim Online 12 1 52–65.
IEEE Y. K. Usluel and N. Uslu, “Öğretmenlerin bir Yenilik Olarak Teknoloji ile İlgili Yarar Algıları”, İOO, vol. 12, no. 1, pp. 52–65, 2013.
ISNAD Usluel, Yasemin Koçak - Uslu, Nilüfer. “Öğretmenlerin Bir Yenilik Olarak Teknoloji Ile İlgili Yarar Algıları”. İlköğretim Online 12/1 (March 2013), 52-65.
JAMA Usluel YK, Uslu N. Öğretmenlerin bir Yenilik Olarak Teknoloji ile İlgili Yarar Algıları. İOO. 2013;12:52–65.
MLA Usluel, Yasemin Koçak and Nilüfer Uslu. “Öğretmenlerin Bir Yenilik Olarak Teknoloji Ile İlgili Yarar Algıları”. İlköğretim Online, vol. 12, no. 1, 2013, pp. 52-65.
Vancouver Usluel YK, Uslu N. Öğretmenlerin bir Yenilik Olarak Teknoloji ile İlgili Yarar Algıları. İOO. 2013;12(1):52-65.