You are here:

Examining the Alignment of Foreign Language Teachers’ Technology Use Intention and Actual Usage
PROCEEDING

, , Michigan State University, United States ; , South China Institute of Software Engineering, China

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Full Text

Abstract

This study aims to examine the alignment of foreign language teachers’ intention to use technology with teachers’ use of technology within the Technology Acceptance Model (TAM) framework. Within this approach, technology use is examined in terms of consistency with traditional teaching pedagogies (e.g., lecture) and constructivist pedagogies (e.g., problem-based learning). Path analysis of survey data from 198 in-service foreign language teachers in China was used to examine the structural relations among the variables in TAM. The findings show that the TAM model is supported if intention to use technology or traditional technology use is used as the dependent variable, but the model fit turned poor when constructivist use of technology is used as the dependent variable. Results also showed that while the link between teachers’ intention and their traditional technology use is significant, such significance could not be identified between teachers’ intention to use technology and their constructivist technology use.

Citation

Liu, H., Koehler, M.J. & Wang, L. (2019). Examining the Alignment of Foreign Language Teachers’ Technology Use Intention and Actual Usage. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1938-1943). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2020 from .

© 2019 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Bagozzi, R.P. (2007), "The legacy of the technology acceptance model and a proposal for a paradigm shift.", Journal of the Association for Information Systems, 8 (4): 244–254
  2. Becker, H.J., & Riel, M.M. (1999). Teacher professionalism and the emergence of constructivist-compatible pedagogies. Teacher, Learning and Computer: 1998 National Survey, Report #7. Center for Research on Information Technology and Organizations and University of Minnesota.
  3. Becker, H. (2000). Findings from the teaching, learning and computing survey: Is Larry Cuban right? Educational Policy Analysis Archives, 8(51). Retrieved from http://epaa.asu.edu/ojs/article/view/442
  4. Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers& Education, 51(1), 187-199. Doi:10.1016/J.compedu.2007.05.001
  5. European Commission. (2013). Survey of schools: ICT in education. Benchmarking access, use and attitudes to technology in Europe’s schools (final report). Brussels, Belgium: Author. Retrieved from https://ec.europa.eu/digital-single-market/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf
  6. Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer assisted language learning, 27(1), 70-105.
  7. Horton, R.P., Buck, T., Waterson, P.E., & Clegg, C.W. (2001). Explaining intranet use with the technology acceptance model. Journal of information technology, 16(4), 237-249.
  8. Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205-218.
  9. Li, L. (2014). Understanding language teachers’ practice with educational technology: A case from China. System, 46, 105-119.
  10. Li, G., & Ni, X. (2012). Use of technology to support the learning and teaching of English in China. In Perspectives on teaching and learning English literacy in China (pp. 145-160). Springer, Dordrecht.
  11. Li, G., Jee, Y., & Sun, Z. (2018). Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms. Language and Literacy, 20(3), 159-184.
  12. Liu, H., Lin, C.H., & Zhang, D. (2017). Pedagogical beliefs and attitudes toward information and communication technology: a survey of teachers of English as aforeign language in China. Computer Assisted Language Learning, 30(8), 745-765.
  13. Nistor, N. (2014). When technology acceptance models won’t work: Non-significant intention-behavior effects. Computers in human behavior, (34), 299-300.
  14. Straub, D., & Burton-Jones, A. (2007). Veni, vidi, vici: Breaking the TAM logjam. Journal of the Association for Information Systems, 8(4), 5.
  15. Šumak, B., HeričKo, M., & PušNik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067-2077.
  16. Teo, T., Milutinović, V., Zhou, M., & Banković, D. (2017). Traditional vs. Innovative uses of computers among mathematics pre-service teachers in Serbia. Interactive Learning Environments, 25(7), 811-827.
  17. Turner, M., Kitchenham, B., Brereton, P., Charters, S., & Budgen, D. (2010). Does the technology acceptance model predict actual use? A systematic literature review. Information and Software Technology, 52(5), 463-479.
  18. Venkatesh, V. (2000), "Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model", Information Systems Research, 11 (4), pp. 342–365
  19. Venkatesh, V., Brown, S.A., Maruping, L.M., & Bala, H. (2008). Predicting different conceptualizations of system use: the competing roles of behavioral intention, facilitating conditions, and behavioral expectation. MIS quarterly, 483-502.
  20. Wu, J., & Du, H. (2012). Toward a better understanding of behavioral intention and system usage constructs.European Journal of Information Systems, 21(6), 680-698.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References