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

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 July 20, 2019 from .

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