Wohlfart Olivia, Trumler Tim, Wagner Ingo
Center for Teacher Education, Karlsruhe Institute of Technology, Kaiserstraße 12, Geb. 20.52 (ZLB), 76131 Karlsruhe, Germany.
Educ Inf Technol (Dordr). 2021;26(6):7359-7379. doi: 10.1007/s10639-021-10574-4. Epub 2021 Jun 1.
The objective of this study is to examine the factors that influence teachers' acceptance of digital tools for undertaking distance teaching during the Covid-19 pandemic. Based on the variables of the technology acceptance model, we have conducted interviews with 15 secondary school teachers with varying degrees of professional experiences and combinations of subjects, from the federal state of Baden-Wuerttemberg in Germany and analyzed the same. The results indicate that, other than user motivation, three areas, namely "regulations and specifications," "technological infrastructure," and "heterogeneity of students and teachers," affect the adoption of digital tools. The Covid-19 pandemic, which inevitably led teachers to embrace digital tools, positively influenced the perception and immediate usefulness of digital tools. We assert that no other variable would have been able to universally influence technology usage and acceptance to such an extent as to replicate the findings of our study and simultaneously highlight the uniqueness of the current situation and the necessity for examining its impact.
本研究的目的是考察在新冠疫情期间影响教师接受用于开展远程教学的数字工具的因素。基于技术接受模型的变量，我们对来自德国巴登-符腾堡州的15名具有不同程度专业经验和学科组合的中学教师进行了访谈，并对访谈结果进行了分析。结果表明，除了用户动机外，“法规与规范”“技术基础设施”以及“学生和教师的异质性”这三个领域会影响数字工具的采用。新冠疫情不可避免地促使教师采用数字工具，对数字工具的认知和即时有用性产生了积极影响。我们断言，没有其他变量能够像本研究结果那样普遍影响技术的使用和接受程度，同时突出当前形势的独特性以及考察其影响的必要性。
