Examining pre-service teachers’ acceptance of technology-rich learning environments: A UAE case study

Scott Parkman, David Litz, Nicolas Gromik

Research output: Contribution to journalArticle

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.

Original languageEnglish
Pages (from-to)1253-1275
Number of pages23
JournalEducation and Information Technologies
Volume23
Issue number3
DOIs
Publication statusPublished - May 2018
Externally publishedYes

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