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Education and Information Technologies

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07-11-2017

Examining pre-service teachers’ acceptance of technology-rich learning environments: A UAE case study

Authors: Scott Parkman, David Litz, Nicolas Gromik

Published in: Education and Information Technologies | Issue 3/2018

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Abstract

This study addressed the extent to which pre-service teachers at a teachers’ college in the United Arab Emirates (UAE) accepted and intended to utilize technology-rich learning environments in their future teaching practice. The effect of other significant factors on their overall acceptance, such as computer self-efficacy (CSE) and Perceived User Resources, was investigated. A final aim was to confirm the applicability of the instruments employed in this study within the unique sociocultural context of the UAE. Questionnaires utilizing a modified version of the technology acceptance model (TAM) were used to collect data. Respondents indicated strong acceptance of technology-rich learning environments. In the model, Perceived Usefulness and CSE were the two strongest predictors of Behavioral Intention. The results also supported the validity of TAM-based research within the Emirati sociocultural environment.

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Title: Examining pre-service teachers’ acceptance of technology-rich learning environments: A UAE case study
Authors: Scott Parkman
David Litz
Nicolas Gromik
Publication date: 07-11-2017
Publisher: Springer US
Published in: Education and Information Technologies / Issue 3/2018
Print ISSN: 1360-2357
Electronic ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-017-9665-3

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