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Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model
Online education has become a major reaction to the COVID-19 epidemic, which requires preschool teachers to quickly adapt to online education and accept educational technology. In this emergency background, research on the preschool teachers’ technology acceptance provides clues to improve preschool...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8215170/ https://www.ncbi.nlm.nih.gov/pubmed/34163416 http://dx.doi.org/10.3389/fpsyg.2021.691492 |
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author | Hong, Xiumin Zhang, Mingzhu Liu, Qianqian |
author_facet | Hong, Xiumin Zhang, Mingzhu Liu, Qianqian |
author_sort | Hong, Xiumin |
collection | PubMed |
description | Online education has become a major reaction to the COVID-19 epidemic, which requires preschool teachers to quickly adapt to online education and accept educational technology. In this emergency background, research on the preschool teachers’ technology acceptance provides clues to improve preschool teachers’ intention to use educational technology. The Technology Acceptance Model (TAM) is widely used to examine the process of individuals’ technology acceptance in the previous literature. Therefore, this study seeks to examine preschool teachers’ technology acceptance with the adapted TAM and their determinant factors. The proposed model was empirically validated by using survey data from 1,568 preschool teachers during the COVID-19. Results indicate that preschool teachers’ behavioral intention was moderate to high level. Perceived usefulness and perceived ease of use are direct significant predictors of preschool teachers’ behavioral intention. Perceived usefulness is affected by perceived ease of use and job relevance. Computer self-efficacy and perceptions of external control are the positive factors toward perceived ease of use. Our findings present powerful evidence for the applicability of the adapted TAM in a sample of Chinese preschool teachers under emergency circumstances. These results highlighted some potential avenues for interventions aimed at improving preschool teachers’ acceptance toward educational technology. |
format | Online Article Text |
id | pubmed-8215170 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-82151702021-06-22 Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model Hong, Xiumin Zhang, Mingzhu Liu, Qianqian Front Psychol Psychology Online education has become a major reaction to the COVID-19 epidemic, which requires preschool teachers to quickly adapt to online education and accept educational technology. In this emergency background, research on the preschool teachers’ technology acceptance provides clues to improve preschool teachers’ intention to use educational technology. The Technology Acceptance Model (TAM) is widely used to examine the process of individuals’ technology acceptance in the previous literature. Therefore, this study seeks to examine preschool teachers’ technology acceptance with the adapted TAM and their determinant factors. The proposed model was empirically validated by using survey data from 1,568 preschool teachers during the COVID-19. Results indicate that preschool teachers’ behavioral intention was moderate to high level. Perceived usefulness and perceived ease of use are direct significant predictors of preschool teachers’ behavioral intention. Perceived usefulness is affected by perceived ease of use and job relevance. Computer self-efficacy and perceptions of external control are the positive factors toward perceived ease of use. Our findings present powerful evidence for the applicability of the adapted TAM in a sample of Chinese preschool teachers under emergency circumstances. These results highlighted some potential avenues for interventions aimed at improving preschool teachers’ acceptance toward educational technology. Frontiers Media S.A. 2021-06-07 /pmc/articles/PMC8215170/ /pubmed/34163416 http://dx.doi.org/10.3389/fpsyg.2021.691492 Text en Copyright © 2021 Hong, Zhang and Liu. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Hong, Xiumin Zhang, Mingzhu Liu, Qianqian Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model |
title | Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model |
title_full | Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model |
title_fullStr | Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model |
title_full_unstemmed | Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model |
title_short | Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model |
title_sort | preschool teachers’ technology acceptance during the covid-19: an adapted technology acceptance model |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8215170/ https://www.ncbi.nlm.nih.gov/pubmed/34163416 http://dx.doi.org/10.3389/fpsyg.2021.691492 |
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