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Drivers of teachers’ intentions to use mobile applications to teach science
Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and collaborative learning. However, some teachers are reluctant to use this technology for reasons derived from different factors. Hence, it is impor...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8387668/ https://www.ncbi.nlm.nih.gov/pubmed/34462627 http://dx.doi.org/10.1007/s10639-021-10671-4 |
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author | Ateş, Hüseyin Garzón, Juan |
author_facet | Ateş, Hüseyin Garzón, Juan |
author_sort | Ateş, Hüseyin |
collection | PubMed |
description | Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and collaborative learning. However, some teachers are reluctant to use this technology for reasons derived from different factors. Hence, it is important to identify what factors affect teachers’ intentions to use mobile applications, in order to take actions aiming to encourage them to use this technology in their classes. Accordingly, this study proposes a model to predict science teachers’ intentions to use mobile applications in the teaching process. Our model merges the Technology Acceptance Model, the Flow Theory, and the Theory of Planned Behavior. It includes 11 hypotheses that were tested with 1203 pre-service and in-service science teachers from different cities in Turkey. Additionally, the study investigates the mediating role of attitude and perceived usefulness on teachers’ intentions to use mobile apps. Further, it examines the moderating role of the sample type on teachers’ behavioral intentions. The results indicate that all 11 hypotheses were significant to explain teachers’ intentions to use mobile applications. Finally, the study raises theoretical and practical implications to guide stakeholders to undertake actions to enrich educational settings through the use of mobile applications. |
format | Online Article Text |
id | pubmed-8387668 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-83876682021-08-26 Drivers of teachers’ intentions to use mobile applications to teach science Ateş, Hüseyin Garzón, Juan Educ Inf Technol (Dordr) Article Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and collaborative learning. However, some teachers are reluctant to use this technology for reasons derived from different factors. Hence, it is important to identify what factors affect teachers’ intentions to use mobile applications, in order to take actions aiming to encourage them to use this technology in their classes. Accordingly, this study proposes a model to predict science teachers’ intentions to use mobile applications in the teaching process. Our model merges the Technology Acceptance Model, the Flow Theory, and the Theory of Planned Behavior. It includes 11 hypotheses that were tested with 1203 pre-service and in-service science teachers from different cities in Turkey. Additionally, the study investigates the mediating role of attitude and perceived usefulness on teachers’ intentions to use mobile apps. Further, it examines the moderating role of the sample type on teachers’ behavioral intentions. The results indicate that all 11 hypotheses were significant to explain teachers’ intentions to use mobile applications. Finally, the study raises theoretical and practical implications to guide stakeholders to undertake actions to enrich educational settings through the use of mobile applications. Springer US 2021-08-26 2022 /pmc/articles/PMC8387668/ /pubmed/34462627 http://dx.doi.org/10.1007/s10639-021-10671-4 Text en © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Article Ateş, Hüseyin Garzón, Juan Drivers of teachers’ intentions to use mobile applications to teach science |
title | Drivers of teachers’ intentions to use mobile applications to teach science |
title_full | Drivers of teachers’ intentions to use mobile applications to teach science |
title_fullStr | Drivers of teachers’ intentions to use mobile applications to teach science |
title_full_unstemmed | Drivers of teachers’ intentions to use mobile applications to teach science |
title_short | Drivers of teachers’ intentions to use mobile applications to teach science |
title_sort | drivers of teachers’ intentions to use mobile applications to teach science |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8387668/ https://www.ncbi.nlm.nih.gov/pubmed/34462627 http://dx.doi.org/10.1007/s10639-021-10671-4 |
work_keys_str_mv | AT ateshuseyin driversofteachersintentionstousemobileapplicationstoteachscience AT garzonjuan driversofteachersintentionstousemobileapplicationstoteachscience |