NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1016300
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1436-4522
Meeting the "Digital Natives": Understanding the Acceptance of Technology in Classrooms
Gu, Xiaoqing; Zhu, Yuankun; Guo, Xiaofeng
Educational Technology & Society, v16 n1 p392-402 2013
The past few decades have witnessed the rapid development of information and communication technology around the world, as well as continuing efforts to introduce technology into K12 schools. To gauge the success of integrating technology into classrooms, how end users, including teachers and students, accept and use technology while overcoming a new kind of digital gap needs to be investigated. To better assess the integration of technology into the classroom experience, the current study aimed to understand the difference between teachers and students' acceptance of technology. The participants in this study were chosen through stratified random sampling in Shanghai. A research model with related factors compiled from literature on technology acceptance was used to collect data. The results indicated that the differences between teachers and students with regard to technology lie in how they utilize technology and how important they perceived it to be. The results of this study may help us better understand new millennium learners and provide them proper classroom technology products.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)
Grant or Contract Numbers: N/A