政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/138805
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 111300/142217 (78%)
造訪人次 : 48264850      線上人數 : 300
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/138805


    題名: An investigation of pre-service teachers’ technology acceptance and use intention between the U.S. and Taiwan
    作者: 葉玉珠
    Yeh, Yu-Chu
    Chiang, Jui-Ling
    Reeves, Todd
    貢獻者: 師培中心
    日期: 2021-07
    上傳時間: 2022-02-10 10:26:07 (UTC+8)
    摘要: This study investigates the differences in preservice teachers` technology use intentions for their career development, including
    differentiated influence factors and preservice teachers` perception of technology. A total of 117 preservice teachers from Taiwan and 121
    from the U.S. participated in this study. The six constructs of the preservice teachers’ technology acceptance inventory (PST-TAI), namely
    performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition (FC), habit (HB), and technology use
    behavior intention (BI), were developed based on the factors Unified Theory of Acceptance and Use of Technology Concept Model II. The
    test items were developed from related experimental findings and expert test items. MANOVAs were used to discerning the differences
    between the two countries. Stepwise regression was conducted to examine the relationship between the influential constructs (PE, EE, SI,
    FC, and HB) and technology use intentions (BI). MANOVA results indicated significant location effects on PE, EE, FC, and BI with a small to
    medium effect size (η2 = .022, .020, .036 .073), respectively. The U.S. preservice teachers outperformed in all the three constructs (ps<.05).
    The regression results indicated that habit was the strongest predictor of BI on technology use among preservice teachers in Taiwan,
    followed by performance expectancy and social influence. In contrast, social influence was the strongest predictor of behavior intention
    on technology use among preservice teachers in the U.S., followed by facilitating conditions, habit, and performance expectancy. Effort
    expectance was not able to predict technology use intention in both countries.
    關聯: European Conference on Education, IAFOR
    資料類型: conference
    顯示於類別:[師資培育中心] 會議論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    9.pdf19532KbAdobe PDF2235檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋