Document Type : Original Article
Authors
1 Master of Educational Research, Department of Psychology and Educational Sciences, Anar Branch, Islamic Azad University, Anar, Iran
2 .Assistant Professor, Department of Management, Anar Branch, Islamic Azad University, Anar, Iran
Abstract
This study's purpose is to investigate the acceptance of educational technology by teachers on the quality of ICT-based teaching, a research was conducted with the correlation method among 410 secondary school teachers of the second period of Rafsanjan city, 200 teachers were determined as the sample size according to the Morgan-Krejcie table by available sampling method, which only 170 teachers participated. Gardner and Amoroso (2004), Klopping and McKinney (2004), Bas et al. (2016) questionnaire was used to collect the data of the technology acceptance model, and Jatileni and Jatileni (2018) questionnaire was used to measure the quality of technology-based teaching and analyzed using Pearson's correlation coefficient and path analysis. The results showed that the direct effect of technology acceptance components on perceived teaching quality with technology is positive and significant. Also, the direct effect of perceived usefulness and attitude towards the use of technology on positive and meaningful behavioral intention, the direct effect of perceived ease and usefulness on the attitude towards the use of positive and meaningful technology, and the direct effect of perceived ease on positive and meaningful perceived usefulness got hanged.
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