Mathematics Teachers' Acceptance of ICT in Teaching and Learning: An Extended Technology Acceptance Model

Autor/in	Arthur, Yarhands Dissou
Titel	Mathematics Teachers' Acceptance of ICT in Teaching and Learning: An Extended Technology Acceptance Model
Quelle	In: Problems of Education in the 21st Century, 80 (2022) 3, S.408-425 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arthur, Yarhands Dissou)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Mathematics Teachers; Technology Integration; Secondary School Teachers; Foreign Countries; Structural Equation Models; Mathematics Education; Faculty Development; Institutional Characteristics; Ghana + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Mathematische Bildung
Abstract	The research sought to assess mathematics teachers' acceptance of Information and Communication Technology (ICT) integration into teaching and learning at the secondary schools. This study was a cross-sectional survey that gathered data with structured questionnaire. The population was mathematics (core and elective) teachers of secondary schools within the Ashanti region of Ghana. Purposive sampling was used to select mathematics teachers from 41 secondary schools in the region. In all, there were 207 usable questionnaires for the study. Structural Equation Modelling (SEM) was run in Amos (v.23) to estimate the path coefficients of the various hypotheses, using Technology Acceptance Model (TAM). The study established that perceived ease of use predicted both perceived usefulness and attitude towards use; perceived usefulness predicted attitude towards use and behavioral intention; attitude towards use of technology predicted the behavioral intention to adopt technology in teaching and learning, while behavioral intention also predicted actual usage of ICT in teaching and learning of mathematics. As an extension to the original TAM, the study found school related factors as percussor to perceived usefulness and perceived ease of use. Similarly, ICT training was found to greatly influence perceived usefulness and perceived ease of use. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01