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Authors:

Fazilat Siddiq,

Timothy TeoAuthors Info & Claims

Computers & Education, Volume 88, Issue C

Pages 202 - 214

https://doi.org/10.1016/j.compedu.2015.05.005

Published: 01 October 2015 Publication History

Abstract

Studies on teachers' acceptance and use of information and communication technology (ICT) have revealed perceived usefulness to be a crucial determinant for integrating ICT in classrooms. In consequence, the present study focuses on teachers' perceived usefulness of ICT for teaching and learning and is aimed at describing its structure and relations to self-efficacy, ICT use, and teachers' age. By means of Bayesian analysis, we specified confirmatory factor-analytic and structural equation models to a large-scale data set of N = 1190 Norwegian teachers. Our results supported the hypothesized four-factor structure of teachers' perceived usefulness of ICT, signifying different facets of ICT-related teaching goals in classrooms. Moreover, it was possible to disentangle general and specific components of the construct in nested factor models. In support of existing research, we found positive relations to self-efficacy and ICT use, but a negative relation to teachers' age. Our study provides evidence on a multidimensional conceptualization of teachers' perceived usefulness of ICT for teaching and learning, and verifies the relations to teacher-related characteristics. Implications for the measurement and modeling of the construct, and future research directions are discussed. Teachers' perceived usefulness of ICT for teaching and learning is multifaceted.A general factor and specific factors can be distinguished.Bayesian models with cross-loadings represent the structure of the construct.Perceived usefulness is positively related to self-efficacy and ICT use.Perceived usefulness is negatively related to teachers' age.

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Cited By

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https://dl.acm.org/doi/10.1016/j.compedu.2023.104830
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cover image Computers & Education

Computers & Education Volume 88, Issue C

October 2015

408 pages

ISSN:0360-1315

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Copyright © Elsevier Ltd.

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Elsevier Science Ltd.

United Kingdom

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Published: 01 October 2015

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Valdez JMendoza N(2024)Digital learning for preschools: Validation of basic ICT competence beliefs of preschool teachers in Hong Kong and the PhilippinesEducation and Information Technologies10.1007/s10639-024-12591-529:14(1-15)Online publication date: 1-Oct-2024
https://dl.acm.org/doi/10.1007/s10639-024-12591-5
Alkaabi AAbdallah RAbdallah AIsmail O(2023)Perceptions of Students About the Use of Webinars in ClassroomsInternational Journal of Information and Communication Technology Education10.4018/IJICTE.32279319:1(1-17)Online publication date: 12-May-2023
https://dl.acm.org/doi/10.4018/IJICTE.322793
Pedaste MKallas KBaucal A(2023)Digital competence test for learning in schoolsComputers & Education10.1016/j.compedu.2023.104830203:COnline publication date: 1-Oct-2023
https://dl.acm.org/doi/10.1016/j.compedu.2023.104830
Özbek TWekerle CKollar I(2023)Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?Education and Information Technologies10.1007/s10639-023-12047-229:5(6139-6161)Online publication date: 29-Jul-2023
https://dl.acm.org/doi/10.1007/s10639-023-12047-2
Jenßen LEilerts KGrave-Gierlinger F(2023)Comparison of pre- and in-service primary teachers’ dispositions towards the use of ICTEducation and Information Technologies10.1007/s10639-023-11793-728:11(14857-14876)Online publication date: 1-Nov-2023
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Chen GShuo CChen PZhang Y(2022)An Empirical Study on the Factors Influencing Users’ Continuance Intention of Using Online Learning Platforms for Secondary School Students by Big Data AnalyticsMobile Information Systems10.1155/2022/95086682022Online publication date: 1-Jan-2022
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Fink ASpoden CFrey A(2022)Determinants of higher education teachers’ intention to use technology-based examsEducation and Information Technologies10.1007/s10639-022-11435-428:6(6485-6513)Online publication date: 17-Nov-2022
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Aydin M(2022)A multilevel modeling approach to investigating factors impacting computer and information literacy: ICILS Korea and Finland sampleEducation and Information Technologies10.1007/s10639-021-10690-127:2(1675-1703)Online publication date: 1-Mar-2022
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Schmid MBrianza EPetko D(2021)Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plansComputers in Human Behavior10.1016/j.chb.2020.106586115:COnline publication date: 1-Feb-2021
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