Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation DOI Open Access
Mao Li, Colleen Vale, Hazel Tan

et al.

Eurasia Journal of Mathematics Science and Technology Education, Journal Year: 2024, Volume and Issue: 20(7), P. em2469 - em2469

Published: June 14, 2024

This study presents the Technological Pedagogical Readiness (TPR) scale, which aims to assess Chinese primary mathematics teachers’ readiness integrate technology in education China. Based on Content Knowledge (TPACK) and Technology Acceptance Model (TAM) frameworks, TPR scale incorporates factors such as contextual influences, professional development, community involvement. Through an online survey involving 554 teachers, utilizes exploratory confirmatory factor analyses create establish scale’s validity reliability, revealing strong loadings across its constructs. analysis emphasizes effectiveness capturing complexities of integration educational settings. The research underscores importance considering internal teacher like TPACK external institutional support achieve successful integration. Although focus is development validation, application provides valuable insights for developing comprehensive strategies that address individual broader system competencies. study’s findings suggest has wide-ranging applicability, making significant contributions global discourse serving a resource future research, policy-making, practice enhancing diverse contexts.

Language: Английский

Exploring Iranian english as a foreign language teachers’ acceptance of ChatGPT in english language teaching: Extending the technology acceptance model DOI

Hoora Dehghani,

Amir Mashhadi

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: April 1, 2024

Language: Английский

Citations

16
Understanding continuous use intention of technology among higher education teachers in emerging economy: evidence from integrated TAM, TPACK, and UTAUT model DOI
Ahmad Samed Al‐Adwan, Rakesh Kumar Meet, Santosh Anand

et al.

Studies in Higher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 20

Published: April 23, 2024

This paper presents a new model of integrated technology continuance (ITCM) to explain teachers' Continuous Use Intention (CUI) in the higher education institutions (HEIs). Drawing constructs from prominent adoption models like TAM, UTAUT, and incorporating theory TPACK (Technological Pedagogical Content Knowledge), research is developed tested. An online survey was carried out gather data 573 teachers teaching HEIs an emerging economy using purposive sampling method. Data collected evaluated utilizing partial least squares structural equation modeling (PLS-SEM). Analysis establishes applicability ITCM predicting CUI among teachers, with explanatory power 60.4%. The study also highlights positive influence facilitating conditions management support on which has favorable impact self-efficacy, perceived usefulness, ease use. Additionally, use, social major HEIs. provides insights into factors influencing integration technological innovations pedagogy classroom settings achieve some key tasks sustainable development goal 4 (SDG4). Future directions implications have been proposed considering findings.

Language: Английский

Citations

16
Examining ChatGPT adoption among educators in higher educational institutions using extended UTAUT model DOI
Mohd Abass Bhat, Chandan Kumar Tiwari, Preeti Bhaskar

et al.

Journal of Information Communication and Ethics in Society, Journal Year: 2024, Volume and Issue: 22(3), P. 331 - 353

Published: July 16, 2024

Purpose Based on the Unified Theory of Acceptance and Use Technology (UTAUT) model, this study aims to explore factors influencing educators’ acceptance utilization chat generative pretrained transformer (ChatGPT) in context higher educational institutions. This additionally examines moderating influence trust association between intention adoption ChatGPT. Design/methodology/approach A structured questionnaire was disseminated 1,214 educators following purposive sampling method. The hypothesized relationships extended UTAUT model constructs ChatGPT were examined using structural equation modeling. Findings results indicate positive impact its use behavior (UB) among educators. Performance expectancy, effort hedonic motivation, facilitating conditions habit have a tool education institutions, However, intend personal capacity are negatively influenced by social groups. Moreover, adopt has larger effect UB due involvement trust. Practical implications research adds literature technology emphasizing significance emerging technologies, such as big language models. study’s findings for developers, legislators academics considering implementation teaching research. Originality/value investigates model. It emphasizes role adoption, highlights key reveals paradox: personally inclined but hesitant negative influence. study's novelty lies focus educators, offering valuable insights integrating education.

Language: Английский

Citations

13
Exploring the relationship of psychological factors and adoption readiness in determining university teachers’ attitude on AI-based assessment systems DOI
Muhammad Khalid Shahid,

Tayyaba Zia,

Bangfan Liu

et al.

The International Journal of Management Education, Journal Year: 2024, Volume and Issue: 22(2), P. 100967 - 100967

Published: March 18, 2024

Language: Английский

Citations

8
Generative AI Adoption in the Classroom: A Contextual Exploration Using the Technology Acceptance Model (TAM) and the Innovation Diffusion Theory (IDT) DOI

Aashish Ghimire,

John Richard Edwards

2022 Intermountain Engineering, Technology and Computing (IETC), Journal Year: 2024, Volume and Issue: unknown, P. 129 - 134

Published: May 13, 2024

Language: Английский

Citations

8
Unveiling educators’ readiness to teach through Digital Media (DM): The case of South Africa DOI Creative Commons
Godfrey Chitsauko Muyambi, Mmankoko Ziphorah Ramorola

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 23, 2025

Language: Английский

Citations

1
Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure DOI Creative Commons
Jennifer Paetsch, Sebastian Franz, Ilka Wolter

et al.

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 135, P. 104318 - 104318

Published: Sept. 11, 2023

This study examines how early-career teachers' experience and perceived support during the pandemic affected their technology integration self-efficacy use of information communication (ICT) after school closure. The results reveal that positive teaching experiences were associated with self-reported changes in show effects ICT literacy general teacher on self-efficacy. literacy, self-efficacy, had indirect effects, whereas direct for teaching.

Language: Английский

Citations

19
A bibliometric analysis of knowledge mapping in Chinese education digitalization research from 2012 to 2022 DOI Creative Commons
Rui Shi, Xiulan Wan

Humanities and Social Sciences Communications, Journal Year: 2024, Volume and Issue: 11(1)

Published: April 11, 2024

Abstract The digital transformation of education should be continuously promoted to guarantee its sustainable development. Extensive research has been conducted in this field but not comprehensively addressed Chinese digitalization. To fill gap, discover the gaps between and international on digitization provide well-founded, innovative ideas for future research, we perform a bibliometric analysis knowledge mapping WOS CNKI databases were used gather literature digitalization from 2012 2022. CiteSpace was draw map through co-occurrence core authors, issuing institutions regions cluster burst terms keywords, combined with intensive manual studying literature. results show status hot spots are divided into four dimensions: studies lifelong open universities online teaching higher education; educational publications, development application learning resources vocational colleges universities, equity basic context; artificial intelligence technology empowering China; integration production rural revitalization improvement literacy university students faculty. Future trends China likely focus normalization context new infrastructure; “new plus education”; impact games more diversified divide rights, ethics, maturity Global Digital Education Development Index.

Language: Английский

Citations

7
Pre‐service teachers' inclination to integrate AI into STEM education: Analysis of influencing factors DOI

Fengyao Sun,

Peiyao Tian, Daner Sun

et al.

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 55(6), P. 2574 - 2596

Published: May 3, 2024

Abstract In the ever‐evolving AI‐driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre‐service teachers' readiness to incorporate their practices. This study examined factors influencing willingness integrate (WIAI), especially from perspective attitudes towards application in teaching. study, comprehensive survey was conducted among 239 teachers, examining influences and interconnectedness Technological Pedagogical Content Knowledge (TPACK), Perceived Usefulness (PU), Ease Use (PE), Self‐Efficacy (SE) on WIAI. Structural Equation Modeling (SEM) employed data analysis. The findings illuminated direct TPACK, PU, PE, SE TPACK found directly affect SE, while PE PU also influenced SE. Further analysis revealed significant mediating roles relationship between WIAI, highlighting presence chain mediation effect. light these insights, offers several recommendations promoting Practitioner notes What is already known about this topic? potential enrich learning experiences improve outcomes education been recognized. Pre‐service practice crucial shaping future environment. TAM frameworks are used analyse teacher technology‐supported environments. Few have context education. paper adds? A designed developed WIAI its relationships with including impact identified as variables Two sequential effects, → teachers were further identified. Implications and/or policy encouraged explore utilize technology enhance confidence self‐efficacy Showcasing successful cases practical essential fostering awareness integration It recommended introduce courses training programs. Offering internship practicum opportunities related can skills

Language: Английский

Citations

7
Unravelling the dynamics of technology integration in mathematics education: A structural equation modelling analysis of TPACK components DOI Creative Commons
Mao Li, Bingqing Li

Education and Information Technologies, Journal Year: 2024, Volume and Issue: 29(17), P. 23687 - 23715

Published: May 30, 2024

Abstract This quantitative study examined the dynamics of Technological Pedagogical Content Knowledge (TPACK) framework within mathematics education, centring on role Contextual (XK). The research, conducted with middle school teachers in Chongqing, China, employed structural equation modelling (SEM) to explore relationships between various TPACK components. establishes discriminant validity and demonstrates an excellent fit for SEM model. Notably, it uncovers significant correlations framework, a special emphasis influence XK. findings indicate that XK, conjunction (PK), (PCK), (TCK), considerably impacts overall construct. research highlights critical XK key components, such as (TPK), PCK, itself. These results underline importance integrating professional development programs focused TPACK, accentuating its vital effectively technology education. significantly contributes academic understanding TPACK’s complex dynamics. It provides essential insights enhancing integration offering valuable guidance educational practitioners policymakers.

Language: Английский

Citations

6