{"id":1551,"date":"2021-11-08T17:19:34","date_gmt":"2021-11-08T22:19:34","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1551"},"modified":"2021-11-08T17:19:34","modified_gmt":"2021-11-08T22:19:34","slug":"1551","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1551","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Kyll\u00f6nen, M. (2020)\u00a0<em>Use and acceptance of technology: Teachers\u2019 digipedagogical skills\u00a0<\/em>[Doctoral dissertation, University of Jyv\u00e4skyl\u00e4]. Jyv\u00e4skyl\u00e4 University Digital Repository.\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/jyx.jyu.fi\/handle\/123456789\/67585\" target=\"_blank\">https:\/\/jyx.jyu.fi\/handle\/123456789\/67585<\/a><br><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract: <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cThe aims of the thesis were to examine Finnish teachers\u2019 digipedagogical skills and to identify factors contributing to teachers\u2019 development in these skills, and their acceptance of use of technology in pedagogy. The data were collected in the context of crafts. Two theoretical models, the Technological-pedagogical-content knowledge framework, TPACK (Mishra &amp; Koehler, 2006), and the Unified Theory of Acceptance and Use of Technology, UTAUT (Venkatesh et al., 2003) were applied. TPACK model was used as the theoretical framework for conceptualizing and assessing teachers\u2019 digipedagogical skills, and UTAUT was utilized in analysing factors enabling teachers\u2019 technology use. A mixed methods approach was utilized. First, quantitative data were collected on teachers\u2019 digipedagogical skills using a TPACK-survey (n=97). Second, semi-structured thematic interviews of five teachers were collected in the preand post-phase of a professional development (PD) module. Technological skills (TK), pedagogical skills (PK), content related skills (CK), and the overlapping area of TPCK formed the focus of scrutiny when examining teachers\u2019 perceptions of their technology use and factors affecting it. The analysis of the interview data was theoretically driven by utlilising the constructs outlined in the UTAUT model (Venkatesh et al., 2003). The results of the research suggested that in-service teachers\u2019 perceptions of their use of technology emphasized more strongly pedagogy than technology or technology related contents. Digipedagogical skills were connected with teachers\u2019 age, work-, teaching- and crafts teaching experience. Enablers of technology acceptance and enablers of technology use were identified. Acceptance was found to draw from perceived technological self-efficacy and beliefs of pedagogical usefulness of technology. Enablers of technology use included technical or personal support from others such as employer or family for an example. Based on the findings a novel pedagogy driven model was constructed. The developed model of Digipedagogical skills and enablers of use and acceptance of the technology and the results can be used to plan and implement teachers\u2019 preand in-service training promoting strengthening of digipedagogical skills.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Kyll\u00f6nen, M. (2020)\u00a0Use and acceptance of technology: Teachers\u2019 digipedagogical skills\u00a0[Doctoral dissertation, University of Jyv\u00e4skyl\u00e4]. Jyv\u00e4skyl\u00e4 University Digital Repository.\u00a0https:\/\/jyx.jyu.fi\/handle\/123456789\/67585 Abstract: \u201cThe aims of the thesis were to examine Finnish teachers\u2019 digipedagogical skills and to identify factors contributing to teachers\u2019 development in these skills, and their acceptance of use of technology in&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1551\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,7],"tags":[21,65,325,485,562,727,1014,1202],"coauthors":[2301],"class_list":["post-1551","post","type-post","status-publish","format-standard","hentry","category-empirical-research","category-dissertation","tag-digipedagogical","tag-teacher-perceptions","tag-teacher-knowledge","tag-professional-development","tag-technology-integration","tag-technology-acceptance-model","tag-unified-theory-of-acceptance-and-use-of-technology-utaut","tag-mixed-methods","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1551","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1551"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1551\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1551"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1551"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1551"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1551"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}