You are here:

Examining Pre-Service Teachers' Acceptance of Technology-Rich Learning Environments: A UAE Case Study
ARTICLE

, ,

Education and Information Technologies Volume 23, Number 3, ISSN 1360-2357

Abstract

This study addressed the extent to which pre-service teachers at a teachers' college in the United Arab Emirates (UAE) accepted and intended to utilize technology-rich learning environments in their future teaching practice. The effect of other significant factors on their overall acceptance, such as computer self-efficacy (CSE) and Perceived User Resources, was investigated. A final aim was to confirm the applicability of the instruments employed in this study within the unique sociocultural context of the UAE. Questionnaires utilizing a modified version of the technology acceptance model (TAM) were used to collect data. Respondents indicated strong acceptance of technology-rich learning environments. In the model, Perceived Usefulness and CSE were the two strongest predictors of Behavioral Intention. The results also supported the validity of TAM-based research within the Emirati sociocultural environment.

Citation

Parkman, S., Litz, D. & Gromik, N. (2018). Examining Pre-Service Teachers' Acceptance of Technology-Rich Learning Environments: A UAE Case Study. Education and Information Technologies, 23(3), 1253-1275. Retrieved March 28, 2024 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