Pedagogical Beliefs on Technology Acceptance Model: Moderating Effect of Schools

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Technology, Instruction, Cognition and Learning SIG: Teachers' Perspectives Related to Technology

Abstract

Information and communication technology (ICT) is beneficial for language learning, yet the use of ICT in language teaching remained marginal. Drawn from Technology Acceptance Model, this study added pedagogical beliefs and school types (i.e., primary school and kindergarten) in public education to examine how pedagogical beliefs affect technology adoption between primary-school and kindergarten teachers. T-tests and structural equational model of 131 teachers showed that though they had similar and positive attitudes toward ICT, school types moderated the effect of pedagogical beliefs on perceived usefulness, ease of use, and attitudes towards ICT use. Our findings shed new light on how language teachers’ pedagogical beliefs relate to technology adoption.

Authors

• Wai Ming Cheung, The University of Hong Kong

• Chin-Hsi Lin, The University of Hong Kong

• Yanli Huang, University of Hong Kong