ERIC Number: EJ1137729
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: N/A
The Acceptance of Computer Technology by Teachers in Early Childhood Education
Jeong, Hye In; Kim, Yeolib
Interactive Learning Environments, v25 n4 p496-512 2017
This study investigated kindergarten teachers' decision-making process regarding the acceptance of computer technology. We incorporated the Technology Acceptance Model framework, in addition to computer self-efficacy, subjective norm, and personal innovativeness in education technology as external variables. The data were obtained from 160 kindergarten teachers, from public kindergartens in Daejeon, South Korea. According to the results, subjective norm had the strongest effect on computer acceptance. In addition, perceived usefulness and computer self-efficacy had a direct effect on computer technology acceptance. On the other hand, perceived ease of use and personal innovativeness in education technology had an indirect effect on computer technology acceptance. The measures accounted for approximately 32% of the variance of intentions to use computers in kindergartens.
Descriptors: Teacher Attitudes, Technological Literacy, Self Efficacy, Guidelines, Technology Integration, Teaching Methods, Educational Technology, Preschool Teachers, Kindergarten, Instructional Innovation, Foreign Countries, Structural Equation Models, Individual Differences, Decision Making, Statistical Analysis, Factor Analysis, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A