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اثرات مستقیم و غیرمستقیم مولفه های مدل پذیرش فناوری دیویس بر پایداری در کاربرد فناوری در فرایند آموزش معلمان | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| مقاله 3، دوره 1، شماره 1، آذر 1400، صفحه 23-34 اصل مقاله (502.03 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2021.8319 | ||
| نویسنده | ||
| محمد احمدی ده قطب الدینی* | ||
| استادیار، سنجش و اندازهگیری، گروه روان شناسی و علوم تربیتی، واحد انار، دانشگاه آزاد اسلامی، انار، ایران | ||
| چکیده | ||
| این مطالعه با هدف بررسی اثرات مستقیم و غیر مستقیم باورها، نگرش و نیت رفتاری کاربرد فناوری بر پایداری معلم در آموزش با فناوری انجام گرفت. به این منظور از روش همبستگی استفاده شد و 150 معلم از بین 255 معلم شهر شهربابک بر طبق جدول نمونه گیری تصادفی کرجسی و مورگان به روش نمونهگیری خوشهای دو مرحلهای انتخاب شد. دادهها با استفاده پرسشنامه TAM و خرده مقیاس پایداری در آموزش با ICT جمعآوری شد و با روش تحلیل مسیر تحلیل شد. نتایج نشان داد اثر مستقیم نیت رفتاری کاربرد فناوری و نگرش نسبت به کاربرد فناوری بر پایداری معلمان در آموزش با فناوری مثبت و معنیدار است اما اثر مستقیم باورهای سهولت و سودمندی ادراک شده کاربرد فناوری بر پایداری معلمان در آموزش با فناوری معنیدار نبود.. نتایج واسطهای ساده نشان داد نگرش نسبت به کاربرد فناوری نقش واسطهای مثبت و معنیداری در رابطه بین سهولت ادراک شده کاربرد فناوری و پایداری در آموزش با فناوری و نیت رفتاری کاربرد فناوری نقش واسطهای مثبت و معنیداری در رابطه بین سودمندی ادراک شده کاربرد فناوری و پایداری در آموزش با فناوری دارد. نتایج واسطهای زنجیرهای نیز نشان داد زنجیره نیت رفتاری و سودمندی ادارک شده کاربرد فناوری و زنجیره نیت رفتاری و نگرش نسبت کاربرد فناوری نقش واسطهای مثبت و معنیداری در رابطه بین سهولت ادراک شده کاربرد فناوری با پایداری در آموزش با فناوری دارند. این نتایج نشان داد نیت رفتاری و نگرش نسبت به کاربرد فناوری نقش مهمی در پایداری در کاربرد فناوری در فرایند آموزش معلمان ایفاء میکنند. | ||
| کلیدواژه‌ها | ||
| مدل پذیرش فناوری؛ نیت رفتاری کاربرد فناوری؛ پایداری در کاربرد فناوری در آموزش | ||
| عنوان مقاله [English] | ||
| The Impact of Direct and Indirect Effects of Components of Davis' Technology Acceptance Model on Persistence in Use of Technology in Teachers' Teaching Process | ||
| نویسندگان [English] | ||
| Mohammad Ahmadi Deh Ghotbaddini | ||
| Assistant Professor in Measurement and Assessment, Department of Psychology and Education sciences, Anar Branch, Islamic Azad University, Anar, Iran | ||
| چکیده [English] | ||
| This study aimed to investigate the direct and indirect effect of beliefs (ease and usefulness), attitude, and behavioral intention to use technology on teachers' persistence in teaching with technology. For this purpose, a correlational research method was used and 150 teachers were selected from 255 teachers in Shahr-e Babak according to the Krejcie and Morgan random sampling table by two-stage cluster sampling method. Data were collected using the TAM questionnaire and subscale of persistence in teaching with ICT and analyzed by path analysis method. The results showed that the direct effect of behavioral intention and attitude toward the use of technology on teachers' persistence in teaching with technology was positive and significant but the direct effect of perceived ease and usefulness beliefs of technology use on teachers' persistence in teaching with was not significant. The simple mediating results showed that attitude toward the use of technology plays a positive and significant role in the relationship between perceived ease of use technology and persistence in teaching with technology, and behavioral intention of use technology as a positive and significant mediating role in the relationship between perceived usefulness of use technology and persistence in teaching with technology. The results of serial mediating also showed that the serial of behavioral intention, and perceived usefulness of use technology, and the serial of behavioral intention, and attitude toward the use of technology have a positive and significant mediating role in the relationship between perceived ease of use technology with persistence in teaching with technology. These results showed that behavioral intention and attitudes toward the use of technology play an important role in the persistence in the use of technology in the teachers' teaching process. | ||
| کلیدواژه‌ها [English] | ||
| Technology Acceptance Model, Behavioral Intention to Use of Technology, Persistence in Use of Technology in Teaching | ||
| مراجع | ||
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