The Factors Which Influence the Continuance Intention of Teachers in Using the Interactive Digital Identification Key for Trees in Elementary School Science Education

Autor/inn/en	Andic, Branko; Šorgo, Andrej; Steševic, Danijela; Lavicza, Zsolt
Titel	The Factors Which Influence the Continuance Intention of Teachers in Using the Interactive Digital Identification Key for Trees in Elementary School Science Education
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 8, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Andic, Branko) ORCID (Šorgo, Andrej) ORCID (Steševic, Danijela) ORCID (Lavicza, Zsolt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Foreign Countries; Elementary School Teachers; Elementary School Science; Biology; Identification; Technology Uses in Education; Influences; Science Instruction; Intention; Montenegro + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Biologie; Identifikation; Identifizierung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Influence; Einfluss; Einflussfaktor; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	It is hard to imagine biology education without the identification of the species of interest, mostly with the implementation of a dichotomous key. Digital identification keys (DIKs) have been developed and made available to teachers in Montenegro. We investigate the factors, which influence teachers', who had applied the DIK, in their continuing intention to use them in primary schools. The modified unified theory of acceptance and use of technology (UTAUT), continuance theory, and expectation-confirmation Theories were used for the identification of the factors which influence the teachers' decision about whether to continue to use the DIK. 232 teachers from Montenegro participated in this research. The results indicate that the perceived pedagogical impact and user interface quality has the greatest influence on teachers' continuance intentions (CIs). Performance expectations, effort expectations and technical compatibility have a moderate influence and management support, personal innovativeness and students' expectations have a low influence on teachers' CI of using DIK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01