Acceptance of educational use of the Internet of things (IoT) in the context of individual innovativeness and ICT competency of pre-service teachers

Creative Commons License

Gökçearslan Ş., Durak H., Uslu N. A.

INTERACTIVE LEARNING ENVIRONMENTS, cilt.32, sa.2, ss.557-5771, 2024 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 32 Sayı: 2
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/10494820.2022.2091612
  • Dergi Adı: INTERACTIVE LEARNING ENVIRONMENTS
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Communication Abstracts, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Sayfa Sayıları: ss.557-5771
  • Gazi Üniversitesi Adresli: Evet

Özet

The acceptance of IoT technologies in education by pre-service teachers will affect their intention to use these technologies in the future. Previous research has addressed the effects of variables on the acceptance of IoT technologies in education to a limited degree. Therefore, this study aims to propose and test a structural model that determines educational IoT technology acceptance. This study, the acceptance of IoT in the educational environment is modeled in the context of individual innovativeness and information and communication technologies (ICT) competencies. According to the results of the research conducted with 471 pre-service teachers, 69% intended to use IoT in education is explained in a technology acceptance model (TAM) in which TAM variables, individual innovativeness, and ICT competencies are combined.