Preservice Teachers’ Risk Perceptions and Willingness to Use Educational Technologies: A Belief System Approach

Year 2018, , 15 - 30, 25.07.2018

Mehmet Demirbağ , Ahmet Kılınç

https://doi.org/10.30786/jef.379741

Cited By: 4

Abstract

One of the beliefs that is responsible for teachers’
resistance to educational technologies (Ets) is risk perceptions. The purpose of
present study was to understand the predictive power of risk perceptions for
pre-service teachers (PTs)’ willingness to use Ets. We developed a
questionnaire covering three sections: personal information, willingness to use
Ets and risk perceptions. We administered this questionnaire to 425 Turkish PTs
from different backgrounds (STEM and non-STEM branches). We benefited from
factor analysis and hierarchical regression for data analyses. The results of
factor analyze showed that six dimensions (dread, unnatural consequences,
negative impacts on learning, noneducational purposes, traditional education
and first-time use) constituted the PTs’ risk perceptions. The regression
results showed that certain risk perception dimensions were predictors of
willingness to use Ets. At the end of the paper, we suggested implications
based on enhancement strategies for teacher epistemology and risk mitigation
opportunities.

Keywords

risk perceptions, willingness to use educational technologies, preservice teachers, belief system

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