ABSTRACT

Studies show that technology can have a positive influence on student achievement and motivation; however, the use of technology for educational purposes is rather modest. Research has shown teachers’ attitudes to be a key aspect of technology use. However, there is no agreement on which attitudes we should focus on. The aim of the present study was to determine which attitudes may be differentiated empirically in a sample of STEM teachers in the context of mobile devices in teaching and to what extent these factors help to predict willingness to use mobile devices. The study was conducted among 377 STEM-subject teachers. The results showed that performance expectancy, effort expectancy and technology attitude are highly correlated for teachers. It would appear that social aspects (social influence and facilitating conditions) may serve as facilitators for teachers’ attitudes in the model, predicting 52.5% of teachers’ behavioural intention to use mobile devices for teaching.

摘要

研究表明，技术可以对学生的成就和动机产生积极的影响。但是，出于教育目的而使用技术的程度相当低。研究表明，教师的态度是技术使用的关键方面。但是，对于我们应该关注哪种态度并没有达成共识。本研究的目的是确定在教学中使用移动设备的情况下，STEM教师样本中哪些态度可以凭经验进行区分，以及这些因素在多大程度上有助于预测使用移动设备的意愿。这项研究是在377名STEM老师中进行的。结果表明，教师的绩效期望，努力期望和技术态度高度相关。