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Article: The behavioral intentions of Hong Kong primary teachers in adopting educational technology

TitleThe behavioral intentions of Hong Kong primary teachers in adopting educational technology
Authors
KeywordsBehavioral intentions
In-service primary teachers
Technology acceptance model
ICT in teaching and learning
Educational technology in local context
Issue Date2016
Citation
Educational Technology Research and Development, 2016, v. 64, n. 2, p. 313-338 How to Cite?
Abstract© 2016, Association for Educational Communications and Technology.The use of educational technology by Hong Kong primary school teachers has been realized by the government’s long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to accept technology for educational purposes. Presently, there is no existing research investigating in-service primary teachers’ technology acceptance in Hong Kong. The aim of this study is to investigate teachers’ acceptance of technology and the influencing factors behind their acceptance. This study takes a quantitative approach to investigate 185 primary teachers in Hong Kong using Structural Equation Modeling on a customized Technology Acceptance Model. The results suggest that contrary to common belief, perceived ease of use and perceived usefulness of the technology have little influence on behavioral intention of use in our research context. Rather, a pragmatic consideration of facilitating conditions is found to be a strong dominating factor. A context-specific interpretation of the results is provided. Implications on school policy are also discussed to provide insights for the development of educational technology.
Persistent Identifierhttp://hdl.handle.net/10722/231020
ISSN
2015 Impact Factor: 1.171
2015 SCImago Journal Rankings: 1.817

 

DC FieldValueLanguage
dc.contributor.authorWong, Gary K W-
dc.date.accessioned2016-09-01T06:07:24Z-
dc.date.available2016-09-01T06:07:24Z-
dc.date.issued2016-
dc.identifier.citationEducational Technology Research and Development, 2016, v. 64, n. 2, p. 313-338-
dc.identifier.issn1042-1629-
dc.identifier.urihttp://hdl.handle.net/10722/231020-
dc.description.abstract© 2016, Association for Educational Communications and Technology.The use of educational technology by Hong Kong primary school teachers has been realized by the government’s long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to accept technology for educational purposes. Presently, there is no existing research investigating in-service primary teachers’ technology acceptance in Hong Kong. The aim of this study is to investigate teachers’ acceptance of technology and the influencing factors behind their acceptance. This study takes a quantitative approach to investigate 185 primary teachers in Hong Kong using Structural Equation Modeling on a customized Technology Acceptance Model. The results suggest that contrary to common belief, perceived ease of use and perceived usefulness of the technology have little influence on behavioral intention of use in our research context. Rather, a pragmatic consideration of facilitating conditions is found to be a strong dominating factor. A context-specific interpretation of the results is provided. Implications on school policy are also discussed to provide insights for the development of educational technology.-
dc.languageeng-
dc.relation.ispartofEducational Technology Research and Development-
dc.subjectBehavioral intentions-
dc.subjectIn-service primary teachers-
dc.subjectTechnology acceptance model-
dc.subjectICT in teaching and learning-
dc.subjectEducational technology in local context-
dc.titleThe behavioral intentions of Hong Kong primary teachers in adopting educational technology-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11423-016-9426-9-
dc.identifier.scopuseid_2-s2.0-84958741045-
dc.identifier.volume64-
dc.identifier.issue2-
dc.identifier.spage313-
dc.identifier.epage338-
dc.identifier.eissn1556-6501-

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