期刊名称：International Journal of Education and Development using Information and Communication Technology
电子版ISSN：1814-0556
出版年度：2017
卷号：13
期号：3
页码：24-40
出版社：University of the West Indies
摘要：Despite the popularity of Web 2.0 technologies and their educational benefits in the 21st centuryclassroom environment, their use for teaching and learning purposes is still very limited. This studyextended the technology acceptance model (TAM) to empirically examine factors that determineGhanaian geography student teachers’ acceptance of Web 2.0 technologies for pedagogicalpurpose. A self-reported questionnaire administered to 300 student teachers in two universities inGhana out of which 254 responded. The results from the stepwise multiple regression analysisshowed that technological complexity, perceived usefulness and attitude towards use had asignificant direct effect on intention to use Web 2.0 technologies. However, social influence whichis an exogenous factor had the strongest influence on the student teachers’ intention to use theWeb 2.0 technologies than the two key original TAM constructs. Contrary to the original technologyacceptance model, statistically, perceived ease of use had no significant influence on perceivedusefulness. The findings are intended to provide insights to policy makers about how to design preserviceteacher education programmes that address the demands of teaching and learning withWeb 2.0 technologies in Ghana in particular and developing world context in general.
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