The Relationship between Educators’ Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)

Authors

DOI:

https://doi.org/10.46328/ijte.285

Keywords:

Technology attitudes, Technology integration, Technology adoption, Perceived ease of use, Perceived usefulness, Teacher preparation programs

Abstract

Over the years, developing countries have experienced tremendous growth in access to information and communication technology (ICT). This growth in access to ICT has brought about massive changes in many sectors within the society, including education. Researchers explored teacher educators' attitudes and use of instructional and web-based technologies in teacher preparation programs. Researchers used Technology Acceptance Model (TAM) in this study. Using a mixed-method design, researchers examined the relationships between educators' attitudes and the use of technology. Findings from descriptive statistics have shown that educators exhibited overall positive attitudes toward technology. Pearson's product-moment correlation coefficient revealed relationship exists between perceived ease of use and perceived usefulness. Both quantitative and qualitative findings in this study have implications for educators and administrators in Nigerian education, especially, teacher preparation programs. 

Author Biographies

Abdulsalami Ibrahim, Millersville University

Department of Educational Foundation, College of Education and Human Services,MIllersville University. Assistant Professor of Education (Instructional Technology)

Elizabeth Shiring, Indiana University of Pennsylvania

Department of Professional Studies in Education Full time Temporary Faculty

References

Ibrahim, A., & Shiring, E. (2022). The relationship between educators’ attitudes, perceived usefulness, and perceived ease of use of instructional and web-based technologies: Implications from Technology Acceptance Model (TAM). International Journal of Technology in Education (IJTE), 5(4), 535-551. https://doi.org/10.46328/ijte.285

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Published

2022-10-25

Issue

Vol. 5 No. 4 (2022)

Section

Articles

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