Köstler, V., & Wolff, M.-S. (2025). Promoting digital competencies in pre-service teachers: The impact of integrative learning opportunities. Education Sciences, 15(3), Article 337. https://doi.org/10.3390/educsci15030337 Abstract: “Offering learning opportunities for developing digital competencies in pre-service teacher education remains challenging despite its growing importance in preparing future educators. This study investigates the…
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Altan, B. A., Yorulmaz, A., & Karalar, H. (2024). Modelling primary school teachers’ acceptance of distance-based educational technologies: A post-pandemic perspective. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12509-1 Abstract: “Distance-based technologies have been one of the foci of technology-related studies since the pandemic first appeared, but there is still a need for…
Comments closedDegar, K. S. (2023). Online professional development’s effect on teachers’ technology self-efficacy and continuance intention to use Pear Deck (Publication No. 30309940) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. Abstract: “Districts and schools are spending millions of dollars on technology, training, and professional development each year;…
Comments closedÇeşme, H., & Çimen, B. (2023). The relationships among TPACK, the TAM and online education satisfaction: Structural equation modelling. Journal for Educators, Teachers and Trainers, 14(5), 281-289. https://jett.labosfor.com/index.php/jett/article/view/1286 Abstract: “Online education faculty satisfaction plays an important role in online education achievement. However, research investigating faculty satisfaction in online educational setting…
Comments closedKukul, V. (2023). Modelling the spectrum of technology integration from teacher training to usage intention: Findings from a two-phase study. Technology, Knowledge and Learning. Advance online publication. https://link.springer.com/article/10.1007/s10758-023-09658-6 Abstract: “This study aims to investigate the relationships among training on technology integration, self-efficacy, and technology acceptance. In this sense, the two-phase…
Comments closedWright-Bostic, S. (2021). Technology-related professional development and the actual integration of technology (Publication No. 28321399) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. Abstract: “The purpose of this quantitative correlational research study was to determine to what extent, if any, teacher technology-related professional development affected the actual integration of…
Comments closedLi, B. (2022). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during COVID-19 in mainland China. Journal of Educational Computing Research, 60(1), 196–219. https://doi.org/10.1177/07356331211028934 Abstract: “This study sought to understand whether and how a group of English as a foreign language (EFL) teachers in mainland China were…
Comments closedPamuk, S. (2022). Investigation of teachers’ reflections on countrywide tablet PC and interactive white board initiative in Turkish schools. Participatory Educational Research, 9(1), 22–40. https://doi.org/10.17275/per.22.2.9.1 Abstract: “The Turkish government made a significant decision in 2012 to transform its educational system and improve educational outcomes through technology. For this purpose, a…
Comments closedMorrison, J., & Shemberger, M. (2022). Fighting the resistance: Helping faculty to embrace online teaching during a pandemic. The Journal of Faculty Development, 36(3), 49-57. https://www.ingentaconnect.com/contentone/magna/jfd/2022/00000036/00000003/art00006 Abstract: “Faculty continue to resist transitioning to online teaching despite the increase in online courses and campuses. With the recent transition to online and/or…
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