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A Technology Integration Education (TIE) Model for Millennial Preservice Teachers: Exploring the Canonical Correlation Relationships among Attitudes, Subjective Norms, Perceived Behavioral Controls, Motivation, and Technological, Pedagogical, and Content Knowledge (TPACK) Competencies
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Holland, Denise D.; Piper, Randy T. – Journal of Research on Technology in Education, 2016
Intellectual goods can follow the same pattern as physical goods with the product life cycle of birth, growth, maturity, and decline. For the intellectual good of technological, pedagogical, and content knowledge (TPACK), its birth began with Shulman (1986, 1987). Canonical correlation analysis (CCA) was used to test the relationships among five…
Descriptors: Technology Integration, Technology Education, Models, Preservice Teachers
Understanding the Influence of Perceived Usability and Technology Self-Efficacy on Teachers' Technology Acceptance
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Holden, Heather; Rada, Roy – Journal of Research on Technology in Education, 2011
The Technology Acceptance Model (TAM) represents how users come to accept and use a given technology and can be applied to teachers' use of educational technologies. Here the model is extended to incorporate teachers' perceived usability and self-efficacy measures toward the technologies they are currently using. The authors administered a survey…
Descriptors: Rural Schools, Elementary Secondary Education, Self Efficacy, Educational Technology
Effectiveness of Personal Interaction in a Learner-Centered Paradigm Distance Education Class Based on Student Satisfaction
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Chang, Shu-Hui Hsieh; Smith, Roger A. – Journal of Research on Technology in Education, 2008
This study examined relationships between students' perceptions of course-related interaction and their course satisfaction within the learner-centered paradigm in distance education. A Students' Perceived Interaction Survey (SPIS) instrument was developed to examine nine separate hypotheses about the nature of course-related interaction. A…
Descriptors: Student Attitudes, Distance Education, Models, Interaction