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Assessing Teachers’ Self-Efficacy, Percieved Usability, and Attitudes/Perceptions towards Educational Technology Acceptance and Usage
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Holden, H. & Rada, R. (2007). Assessing Teachers’ Self-Efficacy, Percieved Usability, and Attitudes/Perceptions towards Educational Technology Acceptance and Usage. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2244-2247). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25682.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
June 25, 2007
Craig Montgomerie & Jane Seale
More Information on EDMEDIA
Table of Contents
Many teachers use educational technology less than they might. A model is proposed to account for factors influencing their adoption of this technology. The model is an extension of the Technology Acceptance Model. An example of an experimental method that could test the extended model is described.
- One ipod Per Pre-Service Teacher: Pedagogy & Best Practices
- An Art Gallery of Living History through the Eyes of Technology
- A Process Model for Faculty Development: Individualizing Technology Learning
- Assessing Instructional Needs for Optimal Preservice Teacher Technology Preparation
- Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
- Technology Integration: Mobile Devices (iPods), Constructivist Pedagogy, and Student Learning.
- Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
- International Educators Professional Development: A One Year Follow Up Study
- Preservice Teachers Technology Ownership and Use: Identifying What They Value for Integration
- Teaching Together: Global Partnerships to Improve Education
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