Scholarlink

<p>For a number of years now, the use of information and communication technology (ICT) in the education sector has grown significantly. The purpose of this study was to evaluate the relationships between teachers' perceived usage of technology and the knowledge domains from the Technological Pedagogical and Content Knowledge (TPACK) framework and the Universal Theory of Acceptance of Use of Technology (UTAUT-3) framework's constructs. This study used a quantitative research design. Participants in this study included in-service educators from both public and private secondary schools in Botswana. The results of this study demonstrated relationships between the UTAUT-3 components and the knowledge domains of TPACK teachers. There were favourable relationships between Performance Expectancy (PE) from UTAUT-3 and Technological Content Knowledge (PCK), Pedagogical Knowledge (PK), Content Knowledge (CK), and Pedagogical Content Knowledge (PCK), technological content knowledge (TPCK), technological pedagogical knowledge (TPK), and CK. The findings also demonstrated that teachers' use and integration of technology in teaching and learning, as well as their behavioural intention to use it, were positively impacted, if weakly, by perceived ease of use as measured by Effort Expectancy (EE).</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Exploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructs

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年4月17日

查看全文
  • Rodnie Kgalemelo Mafa,
  • Desmond Wesley Govender

摘要

For a number of years now, the use of information and communication technology (ICT) in the education sector has grown significantly. The purpose of this study was to evaluate the relationships between teachers' perceived usage of technology and the knowledge domains from the Technological Pedagogical and Content Knowledge (TPACK) framework and the Universal Theory of Acceptance of Use of Technology (UTAUT-3) framework's constructs. This study used a quantitative research design. Participants in this study included in-service educators from both public and private secondary schools in Botswana. The results of this study demonstrated relationships between the UTAUT-3 components and the knowledge domains of TPACK teachers. There were favourable relationships between Performance Expectancy (PE) from UTAUT-3 and Technological Content Knowledge (PCK), Pedagogical Knowledge (PK), Content Knowledge (CK), and Pedagogical Content Knowledge (PCK), technological content knowledge (TPCK), technological pedagogical knowledge (TPK), and CK. The findings also demonstrated that teachers' use and integration of technology in teaching and learning, as well as their behavioural intention to use it, were positively impacted, if weakly, by perceived ease of use as measured by Effort Expectancy (EE).