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Investigating Predictors of Pre-service Science Teachers’ Behavioral Intention toward e-Resources for Teaching

Yıl 2017, Cilt: 8 Sayı: 2, 142 - 157, 17.04.2017

Öz

This study examined predictors of pre-service science teachers’ behavioral intention toward eresources
use for teaching in Nigeria. The study used cross-sectional survey research method
and a questionnaire with a set of items that measure technology preparedness, perceived
usefulness, perceived ease of use and behavioral intention to gather the data of the study. The
sample of the study is comprised of 124 pre-service science teachers graduating from a teacher
education program in a Nigerian university. The research instrument of the study was subjected
to validity and reliability check. Structural Equation modeling and t-test analysis was used to
test the hypotheses of the study and the data collected were used to fit the specified model of
the study. The findings of the study showed that technology preparedness does not statistically
influence students’ behavioral intention towards e-resources use for teaching, but perceived
usefulness and perceived ease of use does. The study also revealed that significant difference
exists between male and female pre-service teachers behavioral intention towards e-resources
use for teaching. Thus, the findings of the study confirm the validity of technology acceptance
model construct and provide evidence that technology preparedness of pre-service teacher is
inadequate to induce their behavioral beliefs toward future use of e-resources for classroom
practice.

Kaynakça

  • Adam, D. A., Nelson, R. R., & Todd, P. A. (1992). Perceived usefulness, ease of use, and usage of information technology: a replication, MIS Quarterly, 16, 227-247.
  • Anderson, J. C. & Gerbing, D. W. (1988). Structural equation modeling practice: A review and recommended two-step approach. Psychological Bulleting, 103(3), 411-423.
  • Bollen, K. A. (1989). Structural equations with latent variables, New York: John Wiley.
  • Bozdogan, D. & Ozen, R. (2014). Use of ICT technologies and factors affecting pre-service ELT teachers’ perceived ICT self-efficacy, The Turkish Online Journal of Educational Technology, 17(2), 186-196.
  • Clark, K. F. (2000). Urban middle school teachers’ use of instructional technology. Journal of Research in Computing in Education, 33(2), 1-18.
  • Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nded). Hillsdale, NJ: Lawrence Earlbaum Associate.
  • Davis, E. (1986). A technology acceptance model for empiricall testing new end-user information system: theory and results (Unpublished doctoral dissertation). Sloan School of Management, Massachusetts Institute of Technology. Cambridge, MA.
  • Derbyshire, H. (2003). Gender issue in the use of computers in education in Africa. Retrieved on 2 January 2016 from http://unfundo.digital/brain.com/imfundo/web/learn/document
  • Echeng, R. & Usoro, A. (2014). Acceptance factors and current level of use of web 2.0 technologies for learning in higher education: a case study of two countries. International Journal of Advance Computer Science and Application, 5(5), 9-14.
  • Ertmer, P. A. (1996). Addressing first and second order barriers to changes: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • Fathema, N. & Shannon, D. (2015). Expanding the technology acceptance model (TAM) to examine faculty use of learning management syatem in higher institution. MERLOT Journal of Online Learning and Teaching, 11(2), 210-232.
  • Fornell, C., Tellis, G. J., & Zinkham, G. M. (1982). Validity assessment: A structural equations approach using partial least squares: AMA Educators. Proceedings (pp.405-409). Chicago, IL.
  • Gill, L. & Dalgano, B. (2015). How does pre-service teacher preparedness to use ICTs for learning and teaching develop through their degree program? Australian Journal of Teacher Education, 4(1), 37-54.
  • Granger, C., Morbey, H., Owston, R., &Wilderman, H. (2002). Factor contributing to teachers’ successful implementation of information technology. Journal of Computer Assisted Learning, 16, 480-488.
  • Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tathan, R. L. (2006). Multivariate data analysis (6th Ed), New Jersey: Prentice-Hall.
  • Hu, P. J., Clark, T. H. K., & Ma, W. W. (2003). Examining technology acceptance by school teachers: a longitudinal study. Information and Management, 41, 227-241.
  • Jegede, P.O. & Owolabi, J. A. (2003). Computer education in Nigeria secondary schools. Gaps between policy and practice.
  • Kadel, R. (2005). How teacher attitude affect technology. Learning and Leading with technology, 39(5), 34-47.
  • Kiraz, E. D., & Ozdenir, D. (2006). The relationship between educational ideologies and technology acceptance in pre-service teachers. Educational Technology & Society, 9(2), 152-165.
  • Kline, R. D. (2010). Principle and Practice of structural equation modeling (3rd ed). New York: Guildford.
  • Ma, Y., Lai, G., Williams, D., Prejean, I., & Ford, M. J. (2008). Exploring the effectiveness of a field experience program in a pedagogical laboratory: The experience of teacher candidate, Journal of Technology and Teacher Education, 16(4), 411-432.
  • Mazman, S.J., & Usluel, Y. (2010). Modeling educational usage of Facebook. Computer & Education, 55, 444-453.
  • Okello-Obura, C. & Magara, E. (2010). Electronic information access and utilization by Makerere students in Uganda. Evidence Based Library and Information Practice. 3(3), 15-35.
  • Ray, K. & Day, J. (1998). Student attitudes towards electronic information usage. Journal of Information Research, 4(2), 1-26.
  • Russell, M., Babell, D., O’Connor, K. (2003). Examining teacher technology use: implication for preservice and in-service teacher preparation. Journal of Teacher Education, 54(4), 297-310.
  • Schaumburg, H. (2001). Fostering girls’ computer through laptop learning—can mobile computer help to level out the gender difference? Retrieved on 2 January 2016 from http://citeseerx .ist.psu.edu/viewdoc/download?doi=10.1.1.6.8886&rep=rep1&type=pdf
  • Seyrin, J. (2005). Understandings of gender and competencies in ICT. Paper presented at 6th International Women into Computing Conference. University of Greenwich. Retrieved on 2 January 2016 from http://www.miun.se/upload/institutioner/ITM/IKS/SI/publicationer/ sefyrin_WIC.pdf
  • Spaulding, M. (2016). Influence of technology skills on pre in-service teachers. Retrieved on 2 January 2016 from http:llwww.rissa.w/tech_journal/volume_2.2/vo/2_article8
  • 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.
  • Teo, T. & Schaik, P. V. (2009). Understanding technology acceptance in pre-service teachers: a structural equation modeling approach, The Asian-Pacific Educational Researcher, 18(1), 47- 66.
  • Teo, T. (2010). A path analysis of pre-service teacher attitude to computer use: applying and extending the TAM in an educational context, Interactive Learning Environments, 18(1), 65- 79.
  • Ward, L. (2003). Teacher practice and the integration of ICT: why aren’t our secondary school teachers use computer in their classroom? Proceedings of the NZARE Conference (pp.1-13). Auckland, New Zealand.
  • Wozney, I., Venkatesh, V., &Abrama, P. (2006). Implementing computer technologies: teachers’ perception and practice. Journal of Technology and Teacher Education, 14(1), 173-187.
  • Wu, W., Chang, H., & Guo, C-J. (2008). An empirical assessment of science teachers intention toward technology integration. The Journal of Computer in Mathematics and Science Teaching, 27(4), 499-520.
  • Yusuf, M. O. & Balogun, M. R. (2011). Student-teacher competence and attitude towards information and communication technology: A case study in a Nigerian university. Contemporary Educational Technology, 2(1), 18-26.
Yıl 2017, Cilt: 8 Sayı: 2, 142 - 157, 17.04.2017

Öz

Kaynakça

  • Adam, D. A., Nelson, R. R., & Todd, P. A. (1992). Perceived usefulness, ease of use, and usage of information technology: a replication, MIS Quarterly, 16, 227-247.
  • Anderson, J. C. & Gerbing, D. W. (1988). Structural equation modeling practice: A review and recommended two-step approach. Psychological Bulleting, 103(3), 411-423.
  • Bollen, K. A. (1989). Structural equations with latent variables, New York: John Wiley.
  • Bozdogan, D. & Ozen, R. (2014). Use of ICT technologies and factors affecting pre-service ELT teachers’ perceived ICT self-efficacy, The Turkish Online Journal of Educational Technology, 17(2), 186-196.
  • Clark, K. F. (2000). Urban middle school teachers’ use of instructional technology. Journal of Research in Computing in Education, 33(2), 1-18.
  • Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nded). Hillsdale, NJ: Lawrence Earlbaum Associate.
  • Davis, E. (1986). A technology acceptance model for empiricall testing new end-user information system: theory and results (Unpublished doctoral dissertation). Sloan School of Management, Massachusetts Institute of Technology. Cambridge, MA.
  • Derbyshire, H. (2003). Gender issue in the use of computers in education in Africa. Retrieved on 2 January 2016 from http://unfundo.digital/brain.com/imfundo/web/learn/document
  • Echeng, R. & Usoro, A. (2014). Acceptance factors and current level of use of web 2.0 technologies for learning in higher education: a case study of two countries. International Journal of Advance Computer Science and Application, 5(5), 9-14.
  • Ertmer, P. A. (1996). Addressing first and second order barriers to changes: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • Fathema, N. & Shannon, D. (2015). Expanding the technology acceptance model (TAM) to examine faculty use of learning management syatem in higher institution. MERLOT Journal of Online Learning and Teaching, 11(2), 210-232.
  • Fornell, C., Tellis, G. J., & Zinkham, G. M. (1982). Validity assessment: A structural equations approach using partial least squares: AMA Educators. Proceedings (pp.405-409). Chicago, IL.
  • Gill, L. & Dalgano, B. (2015). How does pre-service teacher preparedness to use ICTs for learning and teaching develop through their degree program? Australian Journal of Teacher Education, 4(1), 37-54.
  • Granger, C., Morbey, H., Owston, R., &Wilderman, H. (2002). Factor contributing to teachers’ successful implementation of information technology. Journal of Computer Assisted Learning, 16, 480-488.
  • Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tathan, R. L. (2006). Multivariate data analysis (6th Ed), New Jersey: Prentice-Hall.
  • Hu, P. J., Clark, T. H. K., & Ma, W. W. (2003). Examining technology acceptance by school teachers: a longitudinal study. Information and Management, 41, 227-241.
  • Jegede, P.O. & Owolabi, J. A. (2003). Computer education in Nigeria secondary schools. Gaps between policy and practice.
  • Kadel, R. (2005). How teacher attitude affect technology. Learning and Leading with technology, 39(5), 34-47.
  • Kiraz, E. D., & Ozdenir, D. (2006). The relationship between educational ideologies and technology acceptance in pre-service teachers. Educational Technology & Society, 9(2), 152-165.
  • Kline, R. D. (2010). Principle and Practice of structural equation modeling (3rd ed). New York: Guildford.
  • Ma, Y., Lai, G., Williams, D., Prejean, I., & Ford, M. J. (2008). Exploring the effectiveness of a field experience program in a pedagogical laboratory: The experience of teacher candidate, Journal of Technology and Teacher Education, 16(4), 411-432.
  • Mazman, S.J., & Usluel, Y. (2010). Modeling educational usage of Facebook. Computer & Education, 55, 444-453.
  • Okello-Obura, C. & Magara, E. (2010). Electronic information access and utilization by Makerere students in Uganda. Evidence Based Library and Information Practice. 3(3), 15-35.
  • Ray, K. & Day, J. (1998). Student attitudes towards electronic information usage. Journal of Information Research, 4(2), 1-26.
  • Russell, M., Babell, D., O’Connor, K. (2003). Examining teacher technology use: implication for preservice and in-service teacher preparation. Journal of Teacher Education, 54(4), 297-310.
  • Schaumburg, H. (2001). Fostering girls’ computer through laptop learning—can mobile computer help to level out the gender difference? Retrieved on 2 January 2016 from http://citeseerx .ist.psu.edu/viewdoc/download?doi=10.1.1.6.8886&rep=rep1&type=pdf
  • Seyrin, J. (2005). Understandings of gender and competencies in ICT. Paper presented at 6th International Women into Computing Conference. University of Greenwich. Retrieved on 2 January 2016 from http://www.miun.se/upload/institutioner/ITM/IKS/SI/publicationer/ sefyrin_WIC.pdf
  • Spaulding, M. (2016). Influence of technology skills on pre in-service teachers. Retrieved on 2 January 2016 from http:llwww.rissa.w/tech_journal/volume_2.2/vo/2_article8
  • 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.
  • Teo, T. & Schaik, P. V. (2009). Understanding technology acceptance in pre-service teachers: a structural equation modeling approach, The Asian-Pacific Educational Researcher, 18(1), 47- 66.
  • Teo, T. (2010). A path analysis of pre-service teacher attitude to computer use: applying and extending the TAM in an educational context, Interactive Learning Environments, 18(1), 65- 79.
  • Ward, L. (2003). Teacher practice and the integration of ICT: why aren’t our secondary school teachers use computer in their classroom? Proceedings of the NZARE Conference (pp.1-13). Auckland, New Zealand.
  • Wozney, I., Venkatesh, V., &Abrama, P. (2006). Implementing computer technologies: teachers’ perception and practice. Journal of Technology and Teacher Education, 14(1), 173-187.
  • Wu, W., Chang, H., & Guo, C-J. (2008). An empirical assessment of science teachers intention toward technology integration. The Journal of Computer in Mathematics and Science Teaching, 27(4), 499-520.
  • Yusuf, M. O. & Balogun, M. R. (2011). Student-teacher competence and attitude towards information and communication technology: A case study in a Nigerian university. Contemporary Educational Technology, 2(1), 18-26.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Ahmed Tajudeen Shittu

Bamidele Wahab Kareem Bu kişi benim

Omotayo Olabo Obielodan Bu kişi benim

Michael Ayodele Fakomogbon Bu kişi benim

Yayımlanma Tarihi 17 Nisan 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 8 Sayı: 2

Kaynak Göster

APA Shittu, A. T., Kareem, B. W., Obielodan, O. O., Fakomogbon, M. A. (2017). Investigating Predictors of Pre-service Science Teachers’ Behavioral Intention toward e-Resources for Teaching. Contemporary Educational Technology, 8(2), 142-157.
AMA Shittu AT, Kareem BW, Obielodan OO, Fakomogbon MA. Investigating Predictors of Pre-service Science Teachers’ Behavioral Intention toward e-Resources for Teaching. Contemporary Educational Technology. Nisan 2017;8(2):142-157.
Chicago Shittu, Ahmed Tajudeen, Bamidele Wahab Kareem, Omotayo Olabo Obielodan, ve Michael Ayodele Fakomogbon. “Investigating Predictors of Pre-Service Science Teachers’ Behavioral Intention Toward E-Resources for Teaching”. Contemporary Educational Technology 8, sy. 2 (Nisan 2017): 142-57.
EndNote Shittu AT, Kareem BW, Obielodan OO, Fakomogbon MA (01 Nisan 2017) Investigating Predictors of Pre-service Science Teachers’ Behavioral Intention toward e-Resources for Teaching. Contemporary Educational Technology 8 2 142–157.
IEEE A. T. Shittu, B. W. Kareem, O. O. Obielodan, ve M. A. Fakomogbon, “Investigating Predictors of Pre-service Science Teachers’ Behavioral Intention toward e-Resources for Teaching”, Contemporary Educational Technology, c. 8, sy. 2, ss. 142–157, 2017.
ISNAD Shittu, Ahmed Tajudeen vd. “Investigating Predictors of Pre-Service Science Teachers’ Behavioral Intention Toward E-Resources for Teaching”. Contemporary Educational Technology 8/2 (Nisan 2017), 142-157.
JAMA Shittu AT, Kareem BW, Obielodan OO, Fakomogbon MA. Investigating Predictors of Pre-service Science Teachers’ Behavioral Intention toward e-Resources for Teaching. Contemporary Educational Technology. 2017;8:142–157.
MLA Shittu, Ahmed Tajudeen vd. “Investigating Predictors of Pre-Service Science Teachers’ Behavioral Intention Toward E-Resources for Teaching”. Contemporary Educational Technology, c. 8, sy. 2, 2017, ss. 142-57.
Vancouver Shittu AT, Kareem BW, Obielodan OO, Fakomogbon MA. Investigating Predictors of Pre-service Science Teachers’ Behavioral Intention toward e-Resources for Teaching. Contemporary Educational Technology. 2017;8(2):142-57.