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61.
Timothy Teo Chwee Beng Lee Ching Sing Chai Doris Choy 《Asia Pacific Education Review》2009,10(4):535-545
The purpose of this study is to examine the factors that influence pre-service teachers’ perceived usefulness of an Information
and Communication Technology (ICT) course that was conducted using the student-centred learning (SCL) approach. In this study,
perceived usefulness was used as the dependent variable and perceived competence, course delivery, facilitating conditions
and learning environment as independent variables. The results of this study showed that perceived competence and course delivery
have direct effects on pre-service teachers’ perceived usefulness of the course, while learning environment and facilitating
conditions affect perceived usefulness indirectly. Overall, the results support the hypothesis that the four selected variables
in this study affect perceived usefulness and that the resulting model is an adequate fit to the observed relationships among
the factors that influenced pre-service teachers’ perceived usefulness of an ICT course. 相似文献
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Jianwei Zhang Huang-Yao Hong Marlene Scardamalia Chew Lee Teo Elizabeth A. Morley 《学习科学杂志》2013,22(2):262-307
This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle- versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment–Knowledge Forum. Results were analyzed from the perspective of student, teacher, and principal engagement to identify conditions for Knowledge Building as a school-wide innovation. Analyses of student discourse showed interactive and complementary contributions to a community knowledge space, conceptual content of growing scope and depth, and collective responsibility for knowledge advancement. Analyses of teacher and principal engagement showed supportive conditions such as shared vision and trust in student competencies to the point of enabling transfer of agency for knowledge advancement to students; ever-deepening understanding of Knowledge Building principles; knowledge emergent through collective responsibility; a coherent systems perspective; teacher professional Knowledge Building communities; and leadership supportive of innovation at all levels. More substantial advances for students were related to years of teachers' experience in this progressive knowledge-advancing enterprise. 相似文献
64.
Kung-Teck Wong Timothy Teo Pauline Swee Choo Goh 《Interactive Learning Environments》2013,21(6):731-747
The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers' intention of using it. Despite the recent surge in published research on the widespread applications for IWBs in teaching and learning, few have developed a model to elucidate the factors which influence student teachers' behavioural intentions (BIs) regarding the use of IWBs. The aim of this study was to develop a model which demonstrates the variables that affect student teachers' intentions and which also explain their interactions. The proposed research model is based on previous models of technology acceptance. Six variables (technology self-efficacy (TSE), performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition, and BI) were selected to build a model for this study. Structural equation modelling was used as the main technique for data analysis. The research model was found reliable and valid, the findings being based on a self-reported survey of 156 student teachers in Australia. Of the seven hypotheses which were formulated, five were supported by the findings. From the effect sizes, the dominant determinant of BI was found to be PE, this being followed by TSE, EE, and SI. 相似文献
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Given the paradox between pervasive promotion of technology use in English teaching and lack of studies about teachers’ technology acceptance in China, this study aims to examine intentions of English teachers in China to use technology in their classroom teaching. Based on the technology acceptance model, eight variables including perceived usefulness (PU), perceived ease of use (PEU), attitude toward use, behavioral intention (BI), computer self-efficacy (CSE), technology complexity (TC), facilitating conditions (FC), and constructivist teaching beliefs (CTBs) were incorporated to examine relationships among these variables. Data were collected from 183 English teachers at 5 Chinese universities via a self-report questionnaire and analyzed using a structural equation model. Results indicated that the proposed model has a good fit. Three variables – PU, FC, and CTBs were found to be significant predictors of attitude toward use, while PEU and TC were not. Additionally, PU, CSE, and CTBs are significant antecedents for teachers’ BIs to use technology. This study contributed to the understanding of technology acceptance theories by contextualizing the current study to Chinese educational context. It also provided valuable references for technology-related policy-making and teachers’ professional development. 相似文献
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An examination of major IS planning problems 总被引：1，自引：0，他引：1
Knowing what problems to expect in an IS planning exercise enhances the probability of a successful outcome. This study identifies the major IS planning problems associated with the three phases of IS planning: the launching phase, the plan development phase, and the implementation phase. Data were collected using a questionnaire survey mailed to senior IS executives in 600 firms. Of the 175 responses received, 138 responses (comprising firms practising IS planning) were used for data analysis. In all the three phases, failing to secure top management support for the IS planning effort is the most serious problem. Not having free communication flow, and not being able to obtain sufficiently qualified personnel are the other two major problems in the planning phase. In the plan development phase, respondents reported ignoring business goals and failing to translate these goals/strategies into action plans as major problems as well. Neglecting to adjust the IS plan to reflect major environmental changes is the other major problem in the implementation phase. Probable explanations were provided for these and other problems. 相似文献
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Considering the increasingly ubiquitous and frequent use of Facebook among college students, this study sought to explicate and unravel the salient determinants of Facebook use. Specifically, the main goal was to ascertain the factors influencing Collège d'enseignement général et professionnel (CEGEP) students’ Facebook use, for which a structural equation model was proposed to examine the relationships between constructs affecting this process. Using a recently proposed extended technology acceptance model, Dhammic Technology Acceptance Model (DTAM) for Facebook use, proposed by Teo and Jarupunphol [2015. Dhammic technology acceptance model (DTAM): Extending the TAM using a condition of attachment in Buddhism. Journal of Educational Computing Research, 52(1), 136–151. doi:10.1177/0735633114568859], we present results of the study using 233 completed survey data from a sample of CEGEP students in Montreal, Quebec. The DTAM was originally tested using a sample of Thai university students; this leads to a natural question as to whether this extended Technology Acceptance Model (TAM) model holds in a Western sample. The findings from the present study support the validity of the DTAM for explicating Facebook use, and add empirical evidence to the DTAM, according to which the condition of attachment exerts influence on Facebook use. The paper concludes with a discussion of the implications, limitations, and future extensions of the study. 相似文献
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Collaboration through innovation is central to the discussion of how today's universities can respond to new interdisciplinary challenges, competitive environments and stakeholder complexity. Innovation hubs represent a dynamic example of how the public sector, including higher education, is responding to the need for new methods and perspectives that foster desired intra‐institutional change. This study examines one of these types of platforms, the Design Factory Global Network originating at Aalto University, in order to shed light on key enablers and barriers to furthering collaborative efforts within higher education. Based on 25 in‐depth interviews with 17 Design Factories, including perspectives from students, staff and educators, the findings show that institutional policy fostering flexibility, securing a physical cross‐disciplinary and multi‐purpose collaborative space, upper level support and building community are all vital in ensuring design‐driven experimentation that contributes to the effectiveness of higher education. 相似文献