Technology Acceptance Model Survey Instrument – Accepting physical teachers on multimedia applications – Multimedia Applications adaptation of technology acceptance model to reveal the effect of TPAC on the behavior of teachers’ acceptance
Multimedia apps undoubtedly have a positive impact on student learning success, they do not use all physical teachers. The study submitted in this paper examines the effectiveness of the technology of the technology of physical teachers, by adding the TPAC to the physical teacher as an additional variable for the technology acceptance (TAM). In addition, TAM is designed to study the acceptance of multimedia applications for physical teachers in physical education. For this purpose, both, design features are adopted and the elements are processed in accordance with the use of multimedia applications in the school and the context of teaching. While the first part of the study is assessing changes in TAM, the second part of the study is related to the expansion of the TAM by the TPAC factor. TPACK acts as a superior moderator variable, which has a very important impact on the customized design features of TAM “perceived usage”, “perceived use for students” and “an assessment of personal work v.” Interestingly, the results of the study shows that TPACK has a significant impact on the “perceived personal use” of multimedia applications in physical teaching. However, the assessment of the behavior accepting multimedia applications in physical teaching can be improved by expanding the TAM2/UTAut TPAC model.
Technology Acceptance Model Survey Instrument
Hati (2008) on her meta-study, the professional knowledge of teachers in the design of appropriate lessons has had a great impact on the performance of their students. The current probability of teachers’ professional knowledge is based on the classification of Schulman’s 1987. Schulman mainly describes the knowledge of content and knowledge of teaching knowledge and “special compound of content and teaching” (Schulman, 1987, p. 8).
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Since then, many conditions have changed. Today we live in the age of information, where smartphones and other devices provide access to information anytime and anywhere. In recent years, students and teachers have found extensive information technologies in everyday life. Schools must adopt this quick social progress. This development can also be determined by a change in the classroom (Berence and Ratgeb, 2017). Teaching from the lesson targeting teachers (Lee, etc., 2009) is a multi -taught lesson targeting students, which requires a lot of technical use. Teachers worked exclusively with cardboard, books and overhead projectors a few years ago, but today they should be able to deal with tablets, smartphones, document cameras and projectors. In addition, there are countless software products for desktop computers and manuals. Especially in physics, electronic systems are required for measuring, simulations and animations to perform experiments and links to teachers. In a few years, smartphones and tablets that require more teacher skills have been included as more innovative experimental devices (Kun and Vogt, 2013; Vogt and Kun, 2013; Gonzalez and Gonzalez, 2016; Chrompone; Chrompone, etc. requires all these technologies.
Keller and Sour. . Since the introduction of the framework, researchers and teachers in teachers in their instructions (Graham, etc., 2009 b;
Pedagogical Knowledge (PK) and Content Knowledge (CK), as well as the knowledge of the pedagogical content (PCC), have already been called by Schulman (1986). Adding Technology (TK) to new sections, technology-specific content (TKC) knowledge, technical-pedagoic knowledge (TPK) and technical teaching and topic knowledge (TPAC). In the event of connecting technology to the school, technology (TC) features digital technologies such as desktop computers, laptops, tablets, internet and software apps. TC is also in the TC (Mishra and Color, 2006; Keller and Mishra, 2009; Color, etc.). Technology knowledge -knowledge of how to use specific content (TKC) technology and what it provides for the distribution of new content. For example, digital animations allow students to get an idea of what is happening in the depotla and what electrons for it (Mishra and Keller, 2006; Color and Mishra, 2009; Color, etc., 2014). Technical Teaching Knowledge (TPP) refers to the requirements and limitations of technology as a provision of various teaching methods (Mishra and Color, 2006; Keller and Mishra, 2009; Keller, etc.). Finally, the technology of teaching and content (TPACK) refers to the knowledge and understanding of the interaction between CK, PK and TK when using technology in the learning process. Students, teachers, content, methods, techniques and technology are aware of the complexity of relationships (Mishra and Keller, 2006; Keller and Mishra, 2009; Keller, etc.).
Despite the complex accents for TPACK (Graham, 2011), the TPACK frame has developed. Working on the TPACK frame was initially focused on developing the basic definition (Mishra and Kohler, 2006), explaining and explaining the structure and discussing its use in different parts of the TPACK. Meanwhile, Tipak has reached the second generation, focusing on the use of construction and development projects (Thompson, 2013; BB and Cannes, 2015; Kair, 2016; Clara and others., 2018). In this sense, TPACK is used as a tool in this study to describe the attitudes and skills of teachers. Furthermore, due to the heavy width of the new technologies, this study deals only with the field of multimedia applications in physical teaching, maintenance and cross-linking multimedia content, ie physical content, physical experiments and social experiments simulations and animations. Examples of such applications are the learning management system (LMS) such as Moodle, Schoolgi, Canvas LMS or LMS Puma@LMU developed in LMU Munich.
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A goal of modern education is to prepare students for life in the digital world. In fact, this requires proper use of digital media in the classroom. However, the use of digital media depends especially how much the teacher agrees. One way to examine teachers for multimedia applications Davis (Davis, 1986, 1989; Davis, etc., 1989) and the expansion of Tam2/UTAut (see Figure 1) (Venkatz and Davis, 2000; the behavior of a person is determined by their intentions: Social regulations that describe the belief that specific people or certain groups accept behavior.
Although TRA is theorized to explain the general behavior of man, he explains the decision -making authorities who accept the computer and have the ability to explain the behavior of consumer in the population of computer technologies and consumer (Davis, etc., 1989). TAM first came from the business world and to explore the purchase of internet behavior, as well as to optimize the systems between the 1990s, as well as the offline (Lin and Wang, 2005; Cools, 2007; Tang, etc.) and marketing strategies. Meanwhile, cryptocurrencies (Kupaya and Duvto, 2015), mobile or virtual payment systems (Shier, 2008), PCs or tablets (Venkatesh and Brown, 2001; L-Gazar, etc.) were also used in analysis.
In acceptance research, TAM is considered the best empirically evaluated and functional -made model to describe the relationships between attitudes and behavior (Legis and Hi, 2006; King and Hi, 2006; Sepers and Wetsels, 2007; Veckets and 2008). Davis (1989, p. 320) uses the purpose of behavior as an immediate assessment of behavior. The intention in behavior (see Tras: Look at the attitude to use, ATU) expresses the purpose of the person to use the relevant and feasible technical system in the future. Furthermore, this purpose is that he will be influenced by the two subjective and considered system -based components, “perceived use” (Pu; Davis: U) and “perceived convenience” (Pew; Davis: e). These parts are affected by other variables
