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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item Break the walls! Second-Order barriers and the acceptance of mLearning by first-year pre-service teachers(2019-03-22) Sánchez-Prieto, J. C.; Hernández-García, Á.; García-Peñalvo, F. J.; Chaparro-Peláez, J.; Olmos-Migueláñez, S.Despite their many advantages, teachers' adoption of mobile technologies as didactic tools is still limited. Their adoption is conditioned by first-order and second-order barriers. The former are associated with the availability of resources, and the latter refer to internal barriers as a consequence of the reflection of instructors about their own teaching practice, which are harder to overcome. Teacher training plays an important role on the formation of these barriers, but prior research mainly focuses on pre-service teachers in their last years of training, where some of those barriers have already been formed, and it mostly investigates computer-based learning. This research aims to fill that gap by analyzing the influence of second-order barriers on first-year pre-service teachers' intention to use mobile devices in their future teaching practice. The study identifies the most relevant second-order barriers and tests the proposed model using a sample of 160 first-year primary education preservice teachers. The results of the partial least squares structural equation modeling analysis offer relevant practical, theoretical and methodological implications for mobile learning adoption: first, they provide evidence of the key role of second-order barriers, accounting for 70.8% of the variance of the intention to use these technologies; second, the importance of compatibility and enjoyment, higher than that of traditional key variables as perceived ease of use and perceived usefulness, points out tothe need to reconsider pre-service teacher training programs; third, the study compares traditional reflective modeling of subjective normItem Assessment of the Disposition of Future Secondary Education Teachers Towards Mobile Learning(ACM, 2017-10-18) Sánchez-Prieto, J. C.; Olmos-Migueláñez, S.; García-Peñalvo, F. J.Mobile technologies occupy an increasingly important place within the catalogue of didactic resources available to teachers, who play a key role in the success of innovation processes in the field of education. The research presented in this paper intends to contribute to the knowledge of the factors that condition the acceptance of mobile devices on the part of future secondary education teachers. To this end, we have elaborated a TAM-based model expanded with the constructs of perceived enjoyment and self-efficacy. The questionnaire for this model has been administered to 222 students from the Secondary Education Teacher Training Master’s Degree of the University of Salamanca. The results of the study show a slightly positive attitude towards the use of mobile technologies on the part of the students. The hypothesis test reflects significant differences in the means of the construct perceived enjoyment according to gender.Item Technology Acceptance Among Teachers: An SLR on TAM and Teachers(2017-06-08) Sánchez-Prieto, J. C.; Olmos-Migueláñez, S.; García-Peñalvo, F. J.owadays, the introduction of information and communication technologies in formal education contexts is still an interesting study subject for the research community. The fast technological development entails a constant change process where new information systems and devices emerge on a daily basis. This constant change demands an effort on the part of educational agents in order to adapt to the new possibilities. Teachers bear a determinant weight in technology innovation processes. Consequently, there is a rising number of studies focused on analysing the attitude of teachers towards the use of ICTs within their classrooms. Knowing the factors that lead teachers to accept ICTs is especially useful both to guide the development of educational technologies and to design teacher training initiatives. One of the most used tools to develop studies on technology adoption is the TAM (Technology Acceptance Model). This theory, which comes from the field of behavioural psychology, is widely used in spheres such as organisational sciences, electronic commerce or health technologies, on account of its parsimony and easy adaptation. In the past few decades, the application of TAM and TAM-based models has been extended to the field of education. Today, we can find studies that use these models to explore the attitudes of teachers and students. Our research is based on the development of a Systematic Literature Review (SLR) of publications related to the use of TAM or TAM-based models to conduct quantitative empirical studies on the acceptance of ICTs on the part of teachers. To this end, we have used three repositories: SCOPUS, ISI WOS, and Google Scholar, where we have introduced the terms TAM AND "technology Acceptance Model" AND "in-service teachers". We have obtained 248 results from all the repositories, to which we have applied several exclusion and inclusion criteria. Once the article selection was made, we carried out a meta-analysis by extracting data regarding different variables, such as the country of the study, the educational level, the technology under study and the model employed. The results offer an overview of the state-ofthe- art of the research in this field.Item ¿Utilizarán los futuros docentes las tecnologías móviles? Validación de una propuesta de modelo TAM extendido(2017-01) Sánchez Prieto, J. C.; Olmos-Migueláñez, S.; García-Peñalvo, Francisco J.