Technology Acceptance Model: Assessing Preservice Teachers’ Acceptance of Floor-Robots as a Useful Pedagogical Tool

Abstract

Institutions of higher education ensure preservice teachers are prepared to meet the needs of K-12 students through multiple layers of support. Along with rigorous coursework, preservice teachers are placed in K-12 environments to ensure they are prepared to address the needs of diverse learners. Preservice teachers: (a) learn content across multiple areas depending on desired level/area of certification; (b) study pedagogical approaches that are effective in addressing K-12 students’ needs; (c) employ research-based strategies in K-12 settings; and, (d) take content and pedagogical exams for certification purposes. However, preservice teachers may be unfamiliar with newer educational technology such as floor-robots, a type of robotics that may support content learning, as well as engage K-12 students in critical thinking and/or problem solving. Increasing preservice teachers’ awareness of new technologies may benefit their future K-12 students. The purpose of this research was to ascertain whether preservice teachers would accept floor-robots as a useful instructional tool to support learning. During an undergraduate education course, thirty-two Hispanic, preservice teachers were introduced to two types of floor-robots to enhance their awareness/use of an unfamiliar educational technology. Researchers in this study had previous experience introducing floor-robots to approximately 250 fourth and fifth graders across two academic school years. Researchers were interested in gauging preservice teachers’ willingness to accept and/or use new technologies as an additional instructional strategy to support K-12 student learning.