Subject-Self Affecting on Teachers' Perceived ICT Usability: A Proposition for TAM3+

Autor/inn/en	Kundu, Arnab; Dey, Kedar Nath; Bej, Tripti
Titel	Subject-Self Affecting on Teachers' Perceived ICT Usability: A Proposition for TAM3+
Quelle	In: International Journal of Distance Education Technologies, 20 (2022) 1, Artikel 80 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kundu, Arnab) ORCID (Bej, Tripti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
Schlagwörter	Information Technology; Technology Uses in Education; Usability; Teacher Attitudes; Self Efficacy; Self Concept; Foreign Countries; Technology Integration; Computer Attitudes; Secondary School Students; Correlation; India + Suchen Sie Ihr Suchwort? Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Ausland; Sekundarschüler; Korrelation; Indien
Abstract	This study reports an empirical investigation of the effects of school teachers' self-efficacy and self-concept on their perceived ICT usability. It employed a descriptive survey method within an ex-post-facto research design taking 300 teachers as samples from 50 Indian schools. The findings revealed that self-efficacy and self-concept discretely had a positive effect on teachers' perceived ICT usability although self-concept was found to have a deeper impact in comparison to self-efficacy. But the two variables operated simultaneously had a more significant and stronger positive effect on the teachers' perceived ICT usability. For every 1 standard unit increase in self-efficacy and in self-concept, the perceived ICT usability will be increased by 0.95 standard units. Based on this regression output, the authors proposed the TAM3+ as an extension of the TAM3 by adding a new domain as users' 'subjective self' encompassing self-efficacy and self-concept significantly affecting their perceived ease of technology use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01