Abstract
The present research examines whether the pre-service teachers’ preparation in using digital tools in their teaching develops their acceptance of these tools for teachings. The research also examines the mediation of self-efficacy, anxiety of using digital tools for teaching mathematics and science and enjoyment of this use between the constructs of acceptance of digital tools for teaching. We used the TAM questionnaire in addition to scales that measure enjoyment, self-efficacy and anxiety. Forty-eight mathematics and science pre-service teachers participated in the study. We analyzed the collected data using SPSS 21. The research results indicate that the pre-service teachers’ preparation resulted in significant differences in their scores of affective and usage constructs associated with their acceptance of digital tools for mathematics and science teaching, except in the scores of anxiety. Self-efficacy proved to be a partial mediator between attitude and intention-to-use. Enjoyment proved to be a partial mediator between ease-of-use and attitude, but not between usefulness and attitude. Moreover, enjoyment proved to be a partial mediator between attitude and intention-to-use. These findings contribute to the understanding of mediators that affect the acceptance of digital tools for teaching. Doi: 10.28991/esj-2021-01301 Full Text: PDF
Highlights
In the present paper, we describe a model for preparing pre-service teachers in the use of digital tools in teaching and the effect of this preparation on some affective and behavioral aspects of the usage of these tools in the classroom
We are aware that other frameworks could be used to analyze the studied issue [3], but we chose the Technology Acceptance Model (TAM) framework as it suits the analysis of the acceptance of digital tools for teaching the subject matter, which is one aspect of pedagogical technological content knowledge (PTCK) [4]
The present research examined the influence of using a specific model in the preparation of pre-service teachers for using digital tools through community of inquiry practices and practice-based professional development (PD)
Summary
We describe a model for preparing pre-service teachers in the use of digital tools in teaching and the effect of this preparation on some affective and behavioral aspects of the usage of these tools in the classroom. We are interested in the previous two constructs, among other constructs, as constructs that could affect teachers’ use of digital tools in the classroom. We are aware that other frameworks could be used to analyze the studied issue [3], but we chose the TAM framework as it suits the analysis of the acceptance of digital tools for teaching the subject matter, which is one aspect of pedagogical technological content knowledge (PTCK) [4]. We present first the literature review that addresses the different topics of the present research. We present the findings of the research, the discussion and the conclusions
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
