Weinhandl Robert, Helm Christoph, Anđić Branko, Große Cornelia S
School of Education, Johannes Kepler University, Department of STEM Education, Altenberger Straße 68 4040 Linz. Standort. Science Park 5, Austria.
School of Education, Johannes Kepler University, Department of Education Research, Altenberger Straße 68 4040 Linz. Standort. Science Park 5, Austria.
Heliyon. 2024 Aug 3;10(15):e35381. doi: 10.1016/j.heliyon.2024.e35381. eCollection 2024 Aug 15.
More and more digital technologies are being integrated into school learning, and one strategy by policymakers to reinforce this trend is employing digital one-to-one approaches. For digital technologies to be fruitfully integrated into school-based learning scenarios, teachers and their anticipations are key. In our study, we want to explore how internal, external and technological factors affect the instructional anticipations of mathematics teachers in a digital one-to-one educational environment. Therefore, we employed a modified model of the Unified Theory of Acceptance and Use of Technology. Through our structural equation study, in which data from more than 900 mathematics teachers were analyzed, we identified that especially technological and external factors can predict mathematics teachers' instructional anticipations. Findings from our study could be particularly relevant for educational policymakers, informing them about the importance of factors or interventions related to educational technology implementation.
越来越多的数字技术正被融入学校学习中，政策制定者强化这一趋势的一种策略是采用数字化一对一教学模式。要想将数字技术卓有成效地融入校本学习场景，教师及其预期是关键。在我们的研究中，我们想探究内部、外部和技术因素如何在数字化一对一教育环境中影响数学教师的教学预期。因此，我们采用了技术接受与使用统一理论的改进模型。通过我们的结构方程研究（其中分析了900多名数学教师的数据），我们发现特别是技术和外部因素能够预测数学教师的教学预期。我们研究的结果可能对教育政策制定者尤为重要，使他们了解与教育技术实施相关的因素或干预措施的重要性。
