Educational Technology - Teacher Education
M. Alizadehjamal; J. Keyhan
Abstract
Background and Objectives: Readiness for learning, teaching and application of technology and awareness of its role in facilitating student learning, is one of the main skills of teachers, especially in the Corona period, the period that the use of information and communication technology has strengthened ...
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Background and Objectives: Readiness for learning, teaching and application of technology and awareness of its role in facilitating student learning, is one of the main skills of teachers, especially in the Corona period, the period that the use of information and communication technology has strengthened as needed and forced its place in the education system. Therefore, it is necessary to be include the use of information and communication technology as a fundamental principle in the educational and curriculum of schools. On the other hand, due to the weakness of IT acceptance models in properly predicting changes in IT acceptance in educational organizations, researchers found it necessary to test the acceptance of this technology using other theoretical models. Therefore, the aim of this research was to Testing unified theory of acceptance and use of technology for predicting teachers' computer technology use in classroom.Materials and Methods. The research method was correlational and structural modeling equation and the statistical population was including all secondary school teachers in district one of Urmia city, 570 people, of which 230 high school teachers of Urmia city was selected using stratified sampling method and answered to venkatesh's and et al (2003) questionnaires of performance expectancy, effort expectancy, social influence, facilitating conditions and voluntariness in use of information technology. Data analysis was performed using PLS software and structural equation testing.Findings: Findings showed that performance and effort expectancy and social influence had significant effects on intention to use, and intention to use and facilitating conditions had significant effects on use. Also finding showed that gender, age and voluntariness in use had moderator role in effects of effort expectancy and social influence on intention to use. In general, the studied variables predict 31% of the decision to use technology and 16% of the amount of technology use. In this study, the variable of computer experience did not have a moderating role on the effects of the variables of expected effort and social influence on the decision to use and facilitating conditions on the rate of use.Conclusion: In short, the findings confirmed the unified theory of acceptance and use of technology. The significance of the direct effect of the performance expectation variable on the decision to use technology means that the more information technology increases a person's work efficiency and is useful for the person, similarly, it will make more decisions to use this technology The significance of the direct effect of expecting effort on the decision to use technology also means that if one considers the computer system as an easy and easy-to-use tool and finds oneself capable of acquiring the skills to use it, one will be more inclined to make decisions about using it. Also, the significant effect of social influence on the decision to use indicates that the emphasis of important people in the life of the person on the use of information technology causes the person to decide on this technology. In addition, when a person uses information technology, this decision manifests itself in the form of actual use, which shows the significance of the effect of the decision to use technology on the use of technology. The low level of predictability indicates the existence of other variables that affect the use rate, and it is necessary for researchers to test other theoretical models to investigate these factors.
