Educational technology is appealing to some educators due to its potential in supporting a larger variety of pedagogy. Since 1998, the government in Hong Kong has been making continuous investment into the ICT infrastructure and staff training in local public schools to support the use of ICT for teaching and learning enhancement. It is nevertheless our observation that teachers have their own considerations when it comes to using technology in their own teaching and they are not always supportive. This paper presents part of our quantitative study of technology acceptance of a group of in-service primary school teachers in Hong Kong. The key factors leading to the teachers� behavioral intention of use of these technologies are found using multiple-regression as a preliminary analysis. The results show that (1) in-service teachers in Hong Kong rely heavily on attitude and facilitating conditions when they decide on the adoption or non-adoption of technology in their teaching, while the perceived usefulness and perceived ease of use are considered less important; and (2) they have relatively low rating on perceived usefulness and perceived ease of use of the technology, and most noticeably on the facilitating conditions available to their school despite the government�s long-term investment. The implications of these results are discussed.
Gary Ka Wai Wong, The Hong Kong Institute of Education, Hong Kong
Ho-yin Cheung, University of Bristol, UK
Stream: Education and Technology: Teaching
This paper is part of the ACSET2014 Conference Proceedings (View)
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