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Teachers' adoption of 1:1 iPad implementation in the classroom: The role of efficacy and perceived impact

机译：教师采用1：1 IPAD在课堂上实施：疗效和感知的影响

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Purpose - This study aims to examine teachers' efficacy to use iPad for teaching, their perceived impact of 1:1 iPad implementation in the classroom and the role of both variables in predicting teachers' adoption of the iPad. Design/methodology/approach - This paper opted for multiple linear regression analysis of the data from a total of 91 teachers (44 male and 47 female). All participating teachers are from upper-middle-class private schools who have been using iPad in their classrooms for at least three months. All three variables being studied are measured using instruments developed by the researcher and self-rated by participating teachers: iPad-Teaching Efficacy (iTE), Perceived Impact of iPad in the Classroom (iPI) and iPad Actual Use for Teaching (iAU). All three instruments have good internal reliability and validity, with an alpha coefficient of 0.97,0.92 and 0.93 respectively. Findings - The paper provides empirical insights about factors contributing to teachers' technology adoption (specifically iPad) in the classroom. It suggests that teachers' efficacy significantly predicts their actual use of the iPad for teaching, but teachers' perceived impact of the implementation does not Practical implications - These research findings play an important role in designing a program for technology adoption in schools, especially in Indonesia.
机译：目的 - 本研究旨在审查使用iPad教学的教师的功效，他们的感知影响为1：1 iPad在课堂上实施以及两种变量在预测教师采用iPad中的作用。设计/方法/方法 - 本文从总共91名教师（44名男性和47名女性）中选择了数据的多元线性回归分析。所有参与的教师都来自上层阶级私立学校，他们在课堂上使用iPad至少三个月。正在研究的所有三个变量使用研究人员开发的仪器和参与教师自我评估的仪器来测量：iPad教学效果（ITE），iPad在课堂（IPI）和iPad的教学实际用途的感知影响（IAU）。所有三种仪器都具有良好的内部可靠性和有效性，分别具有0.97,0.92和0.93的α系数。调查结果 - 该论文提供了对教师技术领养（特别是iPad）有助于教学的因素的实证见解。它表明，教师的功效显着预测了他们对教学的实际使用，但教师的感知对实施的影响并不实际影响 - 这些研究结果在设计学校技术采用方案方面发挥着重要作用，特别是在印度尼西亚。

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