Research Article
Ahmed Tajudeen Shittu, Bamidele Wahab Kareem, Omotayo Olabo Obielodan, Michael Ayodele Fakomogbon
CONTEMP EDUC TECHNOL, Volume 8, Issue 2, pp. 142-157
ABSTRACT
This study examined predictors of pre-service science teachers’ behavioral intention toward eresources use for teaching in Nigeria. The study used cross-sectional survey research method and a questionnaire with a set of items that measure technology preparedness, perceived usefulness, perceived ease of use and behavioral intention to gather the data of the study. The sample of the study is comprised of 124 pre-service science teachers graduating from a teacher education program in a Nigerian university. The research instrument of the study was subjected to validity and reliability check. Structural Equation modeling and t-test analysis was used to test the hypotheses of the study and the data collected were used to fit the specified model of the study. The findings of the study showed that technology preparedness does not statistically influence students’ behavioral intention towards e-resources use for teaching, but perceived usefulness and perceived ease of use does. The study also revealed that significant difference exists between male and female pre-service teachers behavioral intention towards e-resources use for teaching. Thus, the findings of the study confirm the validity of technology acceptance model construct and provide evidence that technology preparedness of pre-service teacher is inadequate to induce their behavioral beliefs toward future use of e-resources for classroom practice.
Keywords: pre-service teachers, e-resources, perceived usefulness, ease of use, behavioral intention
Research Article
Alexandra Salas
CONTEMP EDUC TECHNOL, Volume 7, Issue 2, pp. 174-186
ABSTRACT
This article provides a literature review of the research concerning the role of faculty perspectives about instructional technology. Learning management systems, massive open online courses (MOOCs), cloud-based multimedia applications, and mobile apps represent the tools and the language of academia in the 21st century. Research examined illustrates how important understanding user attitudes can be in the technology deliberation process. Consequently, the faculty opinions should not be underestimated in technology acceptance discussions as coupled with ongoing education technological developments is the challenge of innovation adoption.
Keywords: e-tools, Distance Education, Faculty-perceived usefulness, Voice-authoring tools, Instructional technology