You are here:

Chinese Language Teachers' Perceptions of Technology and Instructional Use of Technology: A Path Analysis
ARTICLE

, , ,

Journal of Educational Computing Research Volume 56, Number 3, ISSN 0735-6331

Abstract

This study examined internal and external factors affecting pedagogical use of technology among 47 K-12 Chinese language teachers in the United States. Path analysis of the survey data was used to examine the relationships between the teachers' instructional use of technology, on the one hand, and on the other, their perceptions of three internal factors (i.e., technology's usefulness, its ease of use, and subjective norms) and one external factor (i.e., facilitating conditions). The results showed that these teachers' pedagogical use of technology could be predicted by two of the three internal factors (i.e., perceived usefulness and subjective norms) and by the external factor. Additionally, the external factor was found to have a significant influence on both perceived ease of use and subjective norms.

Citation

Liu, H., Lin, C.H., Zhang, D. & Zheng, B. (2018). Chinese Language Teachers' Perceptions of Technology and Instructional Use of Technology: A Path Analysis. Journal of Educational Computing Research, 56(3), 396-414. Retrieved July 17, 2019 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords