{"title":"Factors influencing the acceptance of assistive technology by teacher candidates in the context of inclusive education and special needs students","authors":"Ferhan Şahin, Aydın Kızılaslan, Önder Şimşek","doi":"10.1007/s10639-023-12383-3","DOIUrl":null,"url":null,"abstract":"<p>While assistive technologies are crucial for students with special needs, the number of studies scrutinizing instructors’ acceptance of assistive technologies within the scope of inclusive education remains quite limited. Furthermore, there is almost no comprehensive study in the existing body of literature focusing on the acceptance of assistive technology in inclusive education among teacher candidates. The aim of this study is, therefore, to investigate the factors influencing the intention to use assistive technologies among teacher candidates who have undergone training in special and inclusive education, through an extended Technology Acceptance Model (TAM). The data of the study were collected online from 311 teacher candidates studying in 6 different programs of a state university. For the analysis, factor analysis, structural equation modeling (partial least squares) and bootstrapping analysis is used. The findings revealed that the constructs with the greatest impact on the intention to use assistive technologies were social influence, enjoyment and innovativeness, respectively. The most robust relationship within the model was identified between self-efficacy and ease of use. The results provide a theoretical foundation regarding the role of both individual and institutional factors influencing teacher candidates’ intentions to use assistive technology. Furthermore, a model that can be utilized for the implementation of assistive technologies in inclusive education was validated. Accordingly, theoretical and practical implications are discussed, and recommendations for future studies are highlighted.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"49 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-023-12383-3","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
While assistive technologies are crucial for students with special needs, the number of studies scrutinizing instructors’ acceptance of assistive technologies within the scope of inclusive education remains quite limited. Furthermore, there is almost no comprehensive study in the existing body of literature focusing on the acceptance of assistive technology in inclusive education among teacher candidates. The aim of this study is, therefore, to investigate the factors influencing the intention to use assistive technologies among teacher candidates who have undergone training in special and inclusive education, through an extended Technology Acceptance Model (TAM). The data of the study were collected online from 311 teacher candidates studying in 6 different programs of a state university. For the analysis, factor analysis, structural equation modeling (partial least squares) and bootstrapping analysis is used. The findings revealed that the constructs with the greatest impact on the intention to use assistive technologies were social influence, enjoyment and innovativeness, respectively. The most robust relationship within the model was identified between self-efficacy and ease of use. The results provide a theoretical foundation regarding the role of both individual and institutional factors influencing teacher candidates’ intentions to use assistive technology. Furthermore, a model that can be utilized for the implementation of assistive technologies in inclusive education was validated. Accordingly, theoretical and practical implications are discussed, and recommendations for future studies are highlighted.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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