An examination of gender effect on pre-service teachers’ behavioural intentions to use ICT / Öğretmen adaylarının BİT kullanımına yönelik davranışsal niyetleri üzerindeki cinsiyet etkisinin incelenmesi

Ömer Faruk URSAVAŞ

Makale detayları

An examination of gender effect on pre-service teachers’ behavioural intentions to use ICT / Öğretmen adaylarının BİT kullanımına yönelik davranışsal niyetleri üzerindeki cinsiyet etkisinin incelenmesi

Yazarlar:

Ömer Faruk URSAVAŞ

Yayıncı:

Çanakkale Onsekiz Mart University

Dergi:

Journal of Theory and Practice in Education 2015 Vol.11 Issue 1, pp.68-88

Belge Tipi:

Makale

Yayın Tarihi:

1/2015

Belge Dili:

Türkçe

Document ID (Org No.):

2000403130

eISSN:

1304-9496

Özet:

 

Many studies were conducted to find an answer to a question of how individuals' beliefs and attitudes affect their use of information communication technologies (ICT). Based on these studies, theories were developed and used in different disciplines in order to model individuals' behavioural intention to use technology. Among these, The Technology Acceptance Model (TAM) has been used to establish a theoretical-base to assess user acceptance considering different culture and gender samples. The purpose of this study was to investigate a model that predicts the level of technology acceptance by pre-service teachers at a teacher training institute. Data was collected from 337 (female-205, male-132) pre-service elementary teachers by employing TAM to reveal their purposes of technology use. The resulting model was found to have a good fit. Six variables that were expected to affect pre-service teachers' acceptance of technology (computer selfefficacy, facilitating conditions, technological complexity, attitude towards technology use, perceived ease of use, perceived usefulness) explained the purpose of technology use by accounting the variances of 35% among male and 44 % among female pre-service teachers. It was also found that perceived usefulness and computer self-efficacy were the most influential variables in explaining behavioural intention to use technology for both genders.

 


Many studies were conducted to find an answer to a question of how individuals' beliefs and attitudes affect their use of information communication technologies (ICT). Based onthese studies, theories were developed and used in different disciplines in order to model individuals' behavioural intention to use   technology. Among these, The Technology Acceptance Model (TAM) has been used to establish a theoretical-base to assess user acceptance considering different culture and gender samples. The purpose of this study was to investigate a model that predicts the level of technology acceptance by pre-service teachers at a teacher training institute. Data was collected from 337 (female-205, male-132) pre-service elementary teachers by employing TAM to reveal their purposes of technology use. The resulting model was found to have a good fit. Six variables that were expected to affect pre-service teachers' acceptance of technology (computer self-efficacy, facilitating conditions, technological complexity, attitude towards technology use, perceived ease of use, perceived usefulness) explained the purpose of technology use by accounting the variances of 35% among male and 44 % among female pre-service teachers. It was also found that perceived usefulness and computer self-efficacy were the most influential variables in explaining behavioural intention to use technology for both genders.

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Makale detayları

An examination of gender effect on pre-service teachers’ behavioural intentions to use ICT / Öğretmen adaylarının BİT kullanımına yönelik davranışsal niyetleri üzerindeki cinsiyet etkisinin incelenmesi

Yazarlar: Ömer Faruk URSAVAŞ

Yayıncı: Çanakkale Onsekiz Mart University

Dergi: Journal of Theory and Practice in Education 2015 Vol.11 Issue 1, pp.68-88

Belge Tipi: Makale

Yayın Tarihi: 1/2015

Belge Dili: Türkçe

Document ID (Org No.): 2000403130

eISSN: 1304-9496

Sayı

Yazarlar:

Ömer Faruk URSAVAŞ

Yayıncı:

Çanakkale Onsekiz Mart University

Dergi:

Journal of Theory and Practice in Education 2015 Vol.11 Issue 1, pp.68-88

Belge Tipi:

Makale

Yayın Tarihi:

1/2015

Belge Dili:

Türkçe

Document ID (Org No.):

2000403130

eISSN:

1304-9496