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Educator Acceptance of Information and Communications Technology (ICT) integration in teaching and learning in a developing country.
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, , University of KwaZulu-Natal, South Africa

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Technology availability is quite often mistaken for technology adoption and use. The South African National Department of Education, has indicated its intention to ensure that every school has access to a wide choice of diverse, high quality communication services which will benefit all learners and local communities. It is important that the National Department of Education recognizes that regardless of the amount of technology and its sophistication, technology will not be used unless there is educators acceptance of this technology. The main aim of this paper is to examine educator acceptance of Information Communications Technology (ICT) in teaching and learning. This study attempted to determine what educators’ perceptions are towards constructs extracted from the different information systems (IS) technology adoption models. The findings of this study suggest that overall the educators perceptions are somewhat positive across most IS constructs with the notable exception of Perceived Behavioural Control and Facilitating Condition

Citation

Govender, D. & Govender, I. (2010). Educator Acceptance of Information and Communications Technology (ICT) integration in teaching and learning in a developing country. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 52-61). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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