Differences in Chemistry Teachers' Acceptance of Educational Software According to their User Type: An Application of Extended UTAT Model

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Differences in Chemistry Teachers' Acceptance of Educational Software According to their User Type: An Application of Extended UTAT Model

Popis výsledku v původním jazyce

In this research, a model to determine chemistry teachers&apos; 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 &apos;current users&apos; of educational software, the influence of facilitating conditions on current users&apos; use of educational software behavioural intention is stressed. In addition, non-planning users&apos; 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&apos; acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence.

Název v anglickém jazyce

Differences in Chemistry Teachers' Acceptance of Educational Software According to their User Type: An Application of Extended UTAT Model

Popis výsledku anglicky

In this research, a model to determine chemistry teachers&apos; 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 &apos;current users&apos; of educational software, the influence of facilitating conditions on current users&apos; use of educational software behavioural intention is stressed. In addition, non-planning users&apos; 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&apos; acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Baltic Science Education

ISSN

1648-3898

e-ISSN

2538-7138

Svazek periodika

21

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

26

Strana od-do

762-787

Kód UT WoS článku

000993415600003

EID výsledku v databázi Scopus

2-s2.0-85141675416