Comparing Technology Acceptance of K-12 Teachers with and without Prior Experience of Learning Management Systems: A COVID-19 Pandemic Study

Autor/inn/en	Dindar, Muhterem; Suorsa, Anna; Hermes, Jan; Karppinen, Pasi; Näykki, Piia
Titel	Comparing Technology Acceptance of K-12 Teachers with and without Prior Experience of Learning Management Systems: A COVID-19 Pandemic Study
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 6, S.1553-1565 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dindar, Muhterem) ORCID (Hermes, Jan) ORCID (Karppinen, Pasi) ORCID (Näykki, Piia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12552
Schlagwörter	Technology Integration; Elementary School Teachers; Secondary School Teachers; Expectation; Intention; Adoption (Ideas); Prior Learning; Integrated Learning Systems; COVID-19; Pandemics; Emergency Programs; Distance Education; Self Efficacy; Predictor Variables; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Expectancy; Erwartung; Ideas; Ideenfindung; Vorkenntnisse; Hilfsprogramm; Distance study; Distance learning; Fernunterricht; Self-efficacy; Selbstwirksamkeit; Prädiktor; Ausland; Finnland
Abstract	COVID-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a specific LMS as part of their regular teaching before the COVID-19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self-report questionnaire was administered to 196 teachers (n[subscript experienced] = 127; n[subscript inexperienced] = 69). Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self-efficacy and satisfaction. However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self-efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01