Differences in Chemistry Teachers' Acceptance of Educational Software According to their User Type: An Application of Extended UTAT Model
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10449515" target="_blank" >RIV/00216208:11410/22:10449515 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=C5nnNfJWRT" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=C5nnNfJWRT</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.33225/jbse/22.21.762" target="_blank" >10.33225/jbse/22.21.762</a>
Alternative languages
Result language
angličtina
Original language name
Differences in Chemistry Teachers' Acceptance of Educational Software According to their User Type: An Application of Extended UTAT Model
Original language description
In this research, a model to determine chemistry teachers' acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structuralequation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for 'current users' of educational software, the influence of facilitating conditions on current users' use of educational software behavioural intention is stressed. In addition, non-planning users' behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers' acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Baltic Science Education
ISSN
1648-3898
e-ISSN
2538-7138
Volume of the periodical
21
Issue of the periodical within the volume
5
Country of publishing house
LT - LITHUANIA
Number of pages
26
Pages from-to
762-787
UT code for WoS article
000993415600003
EID of the result in the Scopus database
2-s2.0-85141675416