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Conference Paper: Analytical evaluation of technology acceptance in teachers training of primary mathematics education in Hong Kong: A preliminary study

TitleAnalytical evaluation of technology acceptance in teachers training of primary mathematics education in Hong Kong: A preliminary study
Authors
KeywordsTechnology acceptance
TAM
Multipleregression analysis
UTAUT
Mathematics education
Teachers training
Issue Date2014
Citation
Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014, 2014, p. 903-908 How to Cite?
AbstractDigital technologies have been introduced for the purpose of enhancing the learning and teaching effectiveness, and many tools are designed specifically for mathematics education. However, whether pre-service teachers will actually intend to adopt the software or not in their future workspace is an important question. Even if they do, it is important to study the reasons behind their decision in this particular local context, and how the training curriculum can assist them in fulfilling their teaching goals. In this paper, our aim is to study the technology acceptance of our pre-service teachers in primary mathematics education, and investigate the incentives behind their decision of adoption in our local context based on their technology-enhanced learning experience in our Institute. Using multiple-regression analysis, we examine the factors influencing the technology acceptance of the pre-service teachers in their future teaching career. Our goal is to provide preliminary insights into how technology is perceived by these pre-service teachers in mathematics education training and career. This insight will help us build a better analytical model for a more formal analysis in our future study that fits both local and global contexts.
Persistent Identifierhttp://hdl.handle.net/10722/230978

 

DC FieldValueLanguage
dc.contributor.authorWong, Gary K W-
dc.contributor.authorCheung, Ho Yin-
dc.date.accessioned2016-09-01T06:07:18Z-
dc.date.available2016-09-01T06:07:18Z-
dc.date.issued2014-
dc.identifier.citationProceedings of the 22nd International Conference on Computers in Education, ICCE 2014, 2014, p. 903-908-
dc.identifier.urihttp://hdl.handle.net/10722/230978-
dc.description.abstractDigital technologies have been introduced for the purpose of enhancing the learning and teaching effectiveness, and many tools are designed specifically for mathematics education. However, whether pre-service teachers will actually intend to adopt the software or not in their future workspace is an important question. Even if they do, it is important to study the reasons behind their decision in this particular local context, and how the training curriculum can assist them in fulfilling their teaching goals. In this paper, our aim is to study the technology acceptance of our pre-service teachers in primary mathematics education, and investigate the incentives behind their decision of adoption in our local context based on their technology-enhanced learning experience in our Institute. Using multiple-regression analysis, we examine the factors influencing the technology acceptance of the pre-service teachers in their future teaching career. Our goal is to provide preliminary insights into how technology is perceived by these pre-service teachers in mathematics education training and career. This insight will help us build a better analytical model for a more formal analysis in our future study that fits both local and global contexts.-
dc.languageeng-
dc.relation.ispartofProceedings of the 22nd International Conference on Computers in Education, ICCE 2014-
dc.subjectTechnology acceptance-
dc.subjectTAM-
dc.subjectMultipleregression analysis-
dc.subjectUTAUT-
dc.subjectMathematics education-
dc.subjectTeachers training-
dc.titleAnalytical evaluation of technology acceptance in teachers training of primary mathematics education in Hong Kong: A preliminary study-
dc.typeConference_Paper-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-84923924412-
dc.identifier.spage903-
dc.identifier.epage908-

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