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首页> 外文期刊>Journal of Education and Practice >Examining User Acceptance of Computer Technology: An Empirical Study of Student-Teachers in Kenya
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Examining User Acceptance of Computer Technology: An Empirical Study of Student-Teachers in Kenya

机译：检查用户对计算机技术的接受程度：肯尼亚学生教师的实证研究

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The use of computer technology in schools has made slow progress even though the government has been generous in funding as evidenced in the Kenya Education Sector Support Programme (KESSP). It is therefore important to understand how and when teachers use computer technology in order to devise implementation strategies to encourage them. This study investigated student teachers’ perceptions of computer technology in relation to their intention to use computers. The purpose is to shed light on more effective ways to promote the use of computer technology in schools. Based on an expanded variation of the Technology Acceptance Model, a survey of student teachers’ perceptions were collected at local universities in Kenya. Overall, the results indicated that: (1) student teachers perceived usefulness of computer technology had a direct significant effect on their intention to use it; (2) student teachers perceived ease of use had only an indirect significant effect on intention to use; however, (3) student teachers’ subjective norm, that is the possible influence of external expectations, did not have any direct or indirect significant effects on their intention to use computer technology.
机译：尽管肯尼亚政府慷慨地提供了资金，但肯尼亚在学校中对计算机技术的使用却进展缓慢，正如肯尼亚教育部门支持计划（KESSP）所证明的那样。因此，重要的是要了解教师如何以及何时使用计算机技术，以制定鼓励他们的实施策略。这项研究调查了学生教师对计算机技术与其使用计算机的意图的看法。目的是阐明在学校中促进计算机技术使用的更有效方法。基于技术接受模型的扩展变体，在肯尼亚当地大学中对学生教师的看法进行了调查。总体而言，结果表明：（1）学生教师认为计算机技术的实用性对其使用意愿有直接的显着影响; （2）学生教师认为易用性仅对使用意图产生间接的显着影响;但是，（3）学生教师的主观规范（即外部期望的可能影响）对其使用计算机技术的意图没有任何直接或间接的重大影响。

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