Drivers of Teachers' Intentions to Use Mobile Applications to Teach Science

Autor/inn/en	Ates, Hüseyin; Garzón, Juan
Titel	Drivers of Teachers' Intentions to Use Mobile Applications to Teach Science
Quelle	In: Education and Information Technologies, 27 (2022) 2, S.2521-2542 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ates, Hüseyin) ORCID (Garzón, Juan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10671-4
Schlagwörter	Intention; Technology Uses in Education; Science Instruction; Technology Integration; Foreign Countries; Preservice Teachers; Science Teachers; Teacher Attitudes; Teacher Behavior; Turkey + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher behaviour; Türkei
Abstract	Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and collaborative learning. However, some teachers are reluctant to use this technology for reasons derived from different factors. Hence, it is important to identify what factors affect teachers' intentions to use mobile applications, in order to take actions aiming to encourage them to use this technology in their classes. Accordingly, this study proposes a model to predict science teachers' intentions to use mobile applications in the teaching process. Our model merges the Technology Acceptance Model, the Flow Theory, and the Theory of Planned Behavior. It includes 11 hypotheses that were tested with 1203 pre-service and in-service science teachers from different cities in Turkey. Additionally, the study investigates the mediating role of attitude and perceived usefulness on teachers' intentions to use mobile apps. Further, it examines the moderating role of the sample type on teachers' behavioral intentions. The results indicate that all 11 hypotheses were significant to explain teachers' intentions to use mobile applications. Finally, the study raises theoretical and practical implications to guide stakeholders to undertake actions to enrich educational settings through the use of mobile applications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01