Evaluating pre-service teachers' acceptance of mobile devices with regards to their age and gender: a case study in Greece
Evaluating pre-service teachers' acceptance of mobile devices with regards to their age and gender: a case study in Greece
复制标题
根据年龄和性别评估职前教师对移动设备的接受程度：希腊的案例研究
DOI：
10.1504/ijmlo.2018.10013372
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Stamatios Papadakis
中科院分区：
文献类型：
--
作者：
Stamatios Papadakis
智能移动设备的独特特性具有丰富教学体验的巨大潜力。大量研究表明，技术在教学中的成功应用取决于教师对技术的态度和接受程度。本文的目的是尝试检查教师的背景变量（例如年龄和性别）是否以及在多大程度上影响课堂上移动设备的使用。技术接受模型（TAM）被用作分析的核心框架，同时添加了额外的结构，以便更好地发现和理解教师对智能移动设备的接受程度。数据收集自 125 名在希腊参加为期一年的教学培训项目的职前教师。结果显示，职前教师对移动设备持积极态度。使用智能移动设备的目的不存在性别和年龄差异。还讨论了研究结果的含义和局限性以及未来的研究方向。
The unique characteristics of smart mobile devices have the great potential to enrich the teaching and learning experience. A number of studies have indicated that the successful pedagogical use of technology depends on teachers' attitudes and acceptance towards technology. The purpose of the present paper attempts to examine teachers' background variables, such as age and gender, with respect to whether and to what extent they influence the use of mobile devices in class. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find and understand teacher acceptance of smart mobile devices better. Data were collected from 125 pre-service teachers who were studying in a one-year programme of pedagogical training in Greece. Results revealed that pre-service teachers have positive opinions about mobile devices. There is no gender and age difference regarding the purpose for using smart mobile devices. Implications of the findings and limitations along with future research directions are also discussed.