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Meeting the “Digital Natives”: Understanding the Acceptance of Technology in Classrooms
Xiaoqing Gu, Yuankun Zhu and Xiaofeng Guo
Journal of Educational Technology & Society
Vol. 16, No. 1, Innovative Technologies for the Seamless Integration of Formal and Informal Learning (January 2013), pp. 392-402
Published by: International Forum of Educational Technology & Society
Stable URL: http://www.jstor.org/stable/jeductechsoci.16.1.392
Page Count: 11
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ABSTRACT The past few decades have witnessed the rapid development of information and communication technology around the world, as well as continuing efforts to introduce technology into K12 schools. To gauge the success of integrating technology into classrooms, how end users, including teachers and students, accept and use technology while overcoming a new kind of digital gap needs to be investigated. To better assess the integration of technology into the classroom experience, the current study aimed to understand the difference between teachers and students' acceptance of technology. The participants in this study were chosen through stratified random sampling in Shanghai. A research model with related factors compiled from literature on technology acceptance was used to collect data. The results indicated that the differences between teachers and students with regard to technology lie in how they utilize technology and how important they perceived it to be. The results of this study may help us better understand new millennium learners and provide them proper classroom technology products.
Copyright 2013 by International Forum of Educational Technology & Society (IFETS)