ORCID Profile
0000-0002-3262-6978
Current Organisation
Monash University
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Publisher: Springer New York
Date: 2016
Publisher: Oxford University Press (OUP)
Date: 21-03-2003
Publisher: Informa UK Limited
Date: 27-03-2023
Publisher: Springer Science and Business Media LLC
Date: 21-07-2012
Publisher: SAGE Publications
Date: 11-2010
Abstract: This article explores the case of a Vietnamese teacher whose conception of teaching changed greatly following a short but intensive series of lessons based on the Japanese experiences with atomic bombs. The following three issues are considered: 1) what types of efforts teachers should make to increase the depth of their lessons, on the basis of children’s reality of learning 2) what kinds of support teachers require from colleagues, including external resource persons and 3) how school management should be organized to practise peace education.
Publisher: Oxford University Press (OUP)
Date: 10-02-2014
Publisher: Informa UK Limited
Date: 11-10-2016
Publisher: Springer Science and Business Media LLC
Date: 27-10-2022
DOI: 10.1007/S10639-022-11417-6
Abstract: Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators to adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey ( N = 1740), this study aims to construct a model that predicts teachers’ extensive technology acceptance by extending the Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. TAM has been a valuable tool to measure the adoption of new technology in various contexts, including education. However, TAM has been designed and principally applied to assess user acceptance of a specific technology implementation. This study has extended TAM to measure teachers’ technology-enabled practice (online teaching) with the adoption of various technologies. The proposed model explains teachers’ behavioural intention to teach online with a good fit. Our findings revealed the collective effects of TPACK, perceived usefulness (PU) of technology, and innovativeness on teachers’ behavioural intention to teach online post-pandemic. Moreover, the study identified training and support from school as a significant predictor for both teachers’ TPACK and PU. The novelty of this study lies in its model conceptualisation that incorporates both information-technology-based constructs and personal-competence-based features, including TPACK and innovativeness. Furthermore, our study contributes to the growing body of literature that addresses the online teaching adoption by schoolteachers in the post-pandemic era.
Publisher: Informa UK Limited
Date: 30-12-2018
Publisher: Elsevier BV
Date: 05-2015
Publisher: Informa UK Limited
Date: 18-12-2017
Publisher: Informa UK Limited
Date: 08-10-2020
Publisher: Informa UK Limited
Date: 05-03-2014
Publisher: Oxford University Press (OUP)
Date: 08-2004
Publisher: Informa UK Limited
Date: 2020
Publisher: University of Queensland Library
Date: 2020
Publisher: Informa UK Limited
Date: 11-08-2017
No related grants have been discovered for Thi Diem Hang Khong.