參考文獻 |
一、中文部分
吳明隆(2010)。結構方程模式:AMOS的操作與應用(二版二刷)。臺北,五南。
吳明隆(2011)。SPSS統計應用學習實務。臺北,易習圖書。
邱皓政(2014)。結構方程模式(二版):LISREL/SIMPLIS原理與應用。臺北:雙葉書廊有限公司。
林志隆、周士雄(2010)。屏東縣 e 化示範點學校教師應用互動式電子白板教學之創新接受度與科技接受度。教學科技與媒體,93,77-94。
周士雄(2008)。國中小教師應用互動式電子白板教學之創新接收度與科技接受度之相關研究-以屏東縣e 化示範點學校為例。屏東教育大學教育科技研究所碩士論文,屏東市。
周耘甄(2013)。以科技接受模式探討國小教師使用資訊科技教學意願之研究~以雲林縣國小教師為例。南華大學資訊管理學系碩士班論文,雲林縣。
張元吉(2013)。宜蘭縣國小教師對平板電腦接受探討國小教師使用資訊科技教學意願之研究~以雲林縣國小教師為例。佛光大學學習與數位科技學系碩士班碩士論文,宜蘭縣。
張基成、王秋錳(2008)。臺北市高職教師資訊科技融入教學之影響因素。教育實踐與研究,21(1),97-132。
張偉豪(2011)。SEM論文寫作不求人(一版)。高雄:三星統計。
徐新逸、劉修豪(2012)。行動學習之國際發展趨勢對台灣終身學習的啟示。研習論壇,155,35-44。
高台茜、游政男、王聖元(2013)。偏鄉地區教師科技接受度影響因素研究:以花蓮縣國小電子書包為例。全球華人計算機教育應用學報(GCJCE),8(1,2),,29-46頁。
許銘津、許瑛玿、潘靖瑛、黃義峰、林清達(2010)。影響國小教師實施資訊融入主題探究教學之個人因素量表發展,教育行政論壇,2(1),1-31。
148
教育部(2008)。教育部「中小學資訊教育白皮書」。臺北:作者。
教育部(2008)。教育部行動學習推動學校。臺北:教育部。2016 年7月15 日。取自http://mlearning.ntue.edu.tw/about/school.html
教育部(2013)。教師人數查詢。臺北:教育部。2016 年7月15 日。取自教育部統計處教育統計查詢網http://stats.moe.gov.tw/ qframe.aspx?qno= NgA4AA2。
教育部(2015)。教育部電子報。臺北:教育部。2016 年11月20日。取自http://epaper.edu.tw/mobile。
陳正昌、程炳林、陳新豐、劉子鍵(2011)。多變量分析方法(第六版)。臺北:五南。
黃喜美(2014)。以科技接受模式探討臺南市國小教師對於行動學習之使用意願與現況調查研究。國立臺南大學教育學系科技發展與傳播碩士班,碩士論文。
黃國禎、伍柏翰(2014)。未來學習、行動與無所不在學習,第一章 行動科技輔助學習的發展。高等教育出版,3-12。
陳寬裕、王正華(2013)。結構方程模型分析實務AMOS的應用。臺北:五南。
二、英文部分
Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373–398.
Anderson, J. C.,Gerbing, D. W.(1988). Structural Equation Modeling in practice and recommended two-step approach. Psychological Bulletin, 103(May), 411-423.
Angeli, C. (2005). Transforming a teacher education method course through technology: effects on pre-service teachers’ technology competency. Computers and Education, 45, 383-398.
Assan, T. & Thomas, R. (2012). Information and communication technology Integration into teaching and learning: Opportunities and challenges for
149
commerce educators in South Africa”. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8, (2), 4-16.
Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: Benefits, obstacles and issues. ALT-J, Research in Learning Technology, 17(3), 233-247.
Bakr, S. M. (2011). Attitudes of Egyptian teachers towards computers. Journal of Contemporary Educational Technology, 2(4), 308-318. Bagozzi, R.P. & Yi, Y. (1988). On the evaluation of structural equation models. Journal of Academy of Marketing Science, 16, 74-94.
Becker, H. J. (1994). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. Journal of Research on Computing in Education, 26(3), 291-322.
Bingimlas, K. (2009). Barriers to successful integration of ICT in teaching and learning environment: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245.
Bollen, K.A. & Long, J. S. (1993). Testing structural equation models. Newbury Park, CA:Sage.
Borg, M. (2001). Key concepts in ELT teachers’ beliefs. ELT Journals, 55(2), 186-188.
Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: Students’ experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599-621.
Buabeng-Andoh C. (2012). An exploration of teachers’ skills, perceptions and practices of ICT in teaching and learning in the Ghanaian second-cycle schools. Journal of Contemporary Educational Technology, 3(1), 36-49.
Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211–237.
150
Çavaş, B. Çavaş, P., Karaoglan, B., Kısla, T. (2009). A Study on Science Teachers′ Attitudes toward Information and Communication Technologies in Education. Turkish Online Journal of Educational Technology, 8(2), 20-32.
Chai, C. S. (2010). The relationship among Singaporean preservice teachers’ ICT competencies, pedagogical beliefs and their beliefs on the espoused use of ICT. The Asia-Pacific Educational Researcher, 19(3), 387-400.
Chai, C. S., Hong, H.-Y., & Teo, T. T. (2009). Singaporean and Taiwanese pre-service teacher beliefs and their attitude towards ICT: a comparative study. The Asia-Pacific Education Researcher, 18(1), 117–128.
Chan, K.W. & Elliott, R.G. (2002). Exploratory study of Hong Kong teacher education students’ epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
Chang, I.-H., Chin, J. M., & Hsu, C.-M. (2008). Teachers′ Perceptions of the Dimensions and Implementation of Technology Leadership of Principals in Taiwanese Elementary Schools. Educational Technology & Society, 11 (4),229-245.
Chang, S. & Tung, F., (2008) An empirical investigation of students´ behavioural intentions to use online learning course websites. British Journal of Educational Technology 39(1) 71–83.
Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55, 32–42.
Chen, C. M., & Hsu, S. H. (2008). Personalized intelligent mobile learning system for supporting effective English learning. Educational Technology and Society, 11(3), 153–180.
Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers and Education, 50(1), 77–90.
Chen, N. S., Kinshuk Wei, C. W., & Yang, S. J. H. (2008). Designing a self-contained group area network for ubiquitous learning. Educational Technology and Society, 11(2), 16–26.
151
Chiou C. K., Tseng J. C. R., Hwang, G. J., & Heller, S. (2010). An adaptive navigation srpport system for conducting context-aware ubiquitous learning in museums. Computer and Education, 55(2), 834–845.
Christiensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411-433. Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, Judy C. R. (2010). A two-tier test approach to developing location-aware mobile learning system for natural science course. Computers & Education, 55(4), 1618-1627.
Churchill, D., & Churchill, N. (2008). Educational affordances of PDAs: A study of a teacher’s exploration of this technology. Computer and Education, 50(4), 1439–1450.
Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: A longitudinal study. MIS Quarterly, 23(2), 145–158.
Compeau, D.R., & Higgins, C.A. (1995). Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quarterly, 19, (2), 189-211.
Cornett, J. W., Yeoti, C., & Tewilliger, L. (1990). Teacher personal practical theories and theur influence upon teacher curricular and instructional actions: A case study of asecondary science teacher. Science Education, 74(5), 517-529.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38, 813–834.
Davis, N., Preston, C., & Sahin, I. (2009). ICT teacher training: evidence for multilevel evaluation from a national initiative. British Journal of Educational Technology, 40(1), 135–148.
Dawson, C., & Rakes, G. C. (2003). The influence of principals’ technology training on integration of technology into schools. Journal of Research on Technology in Education, 36 (1), 29–49.
Dawson, K., Cavanaugh, C., & Ritzhaupt, A. D. (2008). Florida′s EETT Leveraging Laptops Initiative and its impact on teaching practices. Journal of Research on
152
Technology in Education (International Society for Technology in Education), 41(2), 143-159.
Dexter, S. L., Ronald, E. A., & Becker, H. J. (1999). Teacher’s views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31(3), 221–232.
Dexter, S., & Riedel, E. (2003). Why improving preservice teacher educational technology preparation must go beyond college’s walls. Journal of Teacher Education, 54(4), 334–346.
Donovan, L., Hartley, K., & Strudler, N. (2007). Teacher concerns during initial implementation of a one-to-one laptop initiative at the middle school level. Journal of Research on Technology in Education, 39(3), 263–286.
Ertmer P., Ottenbreit-Leftwich A.(2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284.
Ertmer, P. A.(2003). Transforming teacher education: visions and strategies. Educational Technology Research and Development, 51, 124–128.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: strategies for technology integration. Education, Technology, Research and Development, 47, 4, 47-61.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
Ertmer, P. A., Ottenbreit-Leftwich, A., Sadik O., Sendurur, & Sendurur P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education ,59, 423–435.
Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers & Education, 51(2), 669–686.
Fernández-López, Á., Rodríguez-Fórtiz, M., Rodríguez-Almendros, M., & Martínez-Segura, M. (2013). Mobile learning technology based on IOS devices to support students with special education needs. Computers & Education, 61, 77-90.
153
Foon Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research Development, 55, 223–252.
Forgasz, H. 2006. “Factors that Encourage or Inhibit Computer Use for Secondary Mathematics Teaching”. The Journal of Computers in Mathematics and Science Teaching, 25(1), 77-93.
Franklin, C. (2007). Factors that influence elementary teachers use of computers. Journal of Technology and Teacher Education, 15(2), 267–293. Gao, S.,Mokhtarian, P. L.,Johnston, R. A.(2008).Non-normality of data in structural equation models. Transportation Research Board′s 87th annual meeting,Washington, DC.
Gong, M., Xu, Y., & Yu, Y. (2004). An enhanced technology acceptance model for web-based learning. Journal of Information Systems Education, 15(4), 365–374
Gromik, N. A. (2012). Cell phone video recording feature as a language leaming tool: A case study. Computers & Education, 58(1), 223-230..
Hasan, B., & Ahmed, M. U. (2010). A path analysis of the impact of application-specific perceptions of computer self-efficacy and anxiety on technology acceptance. Journal of Organizational and End User Computing, 22(3), 82-95. doi:10.4018/joeuc.2010070105
Herman, Tondeur, van Braak, & Valcke (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(3), 1499–1509.
Hernández-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in Silicon Valley Schools. Journal of Research on Technology in Education, 38(1), 39-64.
Hew, K. F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252.
Houston, J. E. (1984). Thesaurus of ERIC descriptors. (10th Ed.), Phoenix: Oryx Press.
Hsu M. H., Chiu C. M. (2004). Internet self-efficacy and electronic service
154
acceptance. Decision Support Systems, 38(3): 369-381.
Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1-9. Journal of Computer Assisted Learning, 26(3), 175-189.
Huberman, M. (1992). Linking the practitioner and researcher communities for school improvement. Keynote Address at the International Congress for School Effectiveness and Improvement, Victoria, BC.(January).
Hung, Y. W., & Hsu, Y. S.. (2007). Examining Teachers′ CBT Use in the Classroom: A Study in Secondary schools in Taiwan. Educational Technology & Society, 10 (3), 233-246
Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010. British Journal of Education Technology, 42(4), E65-E70.
Hwang, G. J., Tsai, C. C., & Yang, S. J. H. (2008). Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning. Educational Technology & Society, 11 (2), 81-91.
Inan, F. A., & Lowther, D.L. (2010). Laptops in the K-12 classrooms: Exploring factors impacting instructional use. Computers and Education, 55(3), 937–944.
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research and Development, 58(2), 137–154.
Inan, F. A., Lowther, D. L., Ross, S. M., & Strahl, J. D. (2010). Pattern of classroom activities during students’ use of computers: relations between instructional strategies and computer applications. Teaching and Teacher Education, 26(3), 540–546.
International Society for Technology in Education(ISTE). (2008). National educational technology standards for teachers (2nd ed.). Eugene, OR: Author.
Isman, A., & Çelikli, G. E. (2009). How does student ability and self-efficacy affect the usage of computer technology? The Turkish Online Journal of Educational Technology-TOJET, 8(1), 33-38.
155
Jackson, Gillaspy, & PurcStephenson (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological methods, 14(1), 6-23.
Jeng, Y. L., Wu, T. T., Huang, Y. M., Tan, Q., & Yang, S. J. H. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Educational Technology & Society, 13 (3), 3–11.
Jones, A. (2004). A Review of the Research Literature on Barriers to the Uptake of ICT by Teachers. British Educational Communications and Technology Agency. Retrieved May 20, 2010 from http://www.becta.org.uk.
Joo, Y., Bong M. and Choi, H.(2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in webbased instruction. Educational Technology Research and Development, 58(2), 5-17.
Kebritchi, M. (2010). Factors affecting teachers’ adoption of educational computer games: a case study. British Journal of Educational Technology, 41(2), 256-270.
Kline , R. B. ( 2005 ) . Principles and practice of strutural equation modeling (2nd e d.), p49~52 . New York : The Guilford press.
Kline, R. B. (2011). Principles and practice of structural equation modeling. NY: The Guilford Press.
Kodippili, A. & Senaratne, D. (2008). Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework? British Journal of Educational Technology, 39(5), 928–932.
Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36, 1–14. [F075]
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delievery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Kukulska-Hulme, A., Sharples, M., MiIrad, M., Arnedillo-S′anchez, I., & Vavoula, G. (2009). Innovation in mobile learning: A european perspective. International Journal of Mobie and Blended Learning, 1(1), 13-35. [Book155]
156
Lai, C-L. & Hwang, G-J. (2015). High school teachers’ perspectives on applying different mobile learning strategies to science courses: the national mobile learning program in Taiwan. International Journal of Mobile Learning and Organisation, 9(2), 124–145.
Lambert, J., Gong, Y., & Cuper, P. (2008). Technology, transfer, and teaching: The impact of a single technology course on preservice teachers′ computer attitudes and ability. Journal of Technology and Teacher Education, 16(4), 385-410.
Lan, Y.-J., Sung, Y.-T., Tan, N. C., Lin, C. P., & Chang, K. E. (2010). Mobile-Device-Supported Problem-Based Computational Estimation Instruction for Elementary School Students. Educational Technology & Society, 13 (3), 55–69.
Lee, J.-H. (2012). Korea′s choice: “Smart education”. Retrieved July 26, 2011 from https://: community.oecd.org/community/educationtoday/blog/
Liaw, S. S., Hatala, M., & Huang, H. M. (2010). Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. Computers & Education, (54), 446–454.
Liu S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012-1022.
Liu, S.-H. (2012). A multivariate model of factors influencing technology use by preservice teachers during practice teaching. Educational Technology & Society, 15 (4), 137–149.
Liu, T. C. (2007). Teaching in a wireless learning environment: a case study. Journal of Educational Technology and Society, 10, 107–123.
Lin, Y. C., Liu, T. C. & Kinshuk(2015). Research on teachers’ needs when using e-textbook in teachng. Smart Learning Environments, 2, 1-17.
Liu Y., Li H. & Carlsson C. (2010) Factors driving the adoption of m-learning: an empirical study. Computer & Education, 55, 1211–1219.
Looi, C. K., So, H. J., Toh, Y., & Chen, W. (2011). The Singapore experience: Synergy of national policy, classroom practice and design research. International Journal of Computer-Supported Collaborative Learning, 6(1), 9-37.
157
Lowther, D. L., Inan, F. A., Strahl, J. D., & Ross, S. M. (2008). Does technology integration “work” when key barriers are removed? Educational Media International, 45(3), 195–213.
Lowther, D. L., Strahl, J. D., Inan, F. A., & Bates, J. (2007). Freedom to learn program Michigan 2005–2006 evaluation report prepared for freedom to learn and the one-to-one institute. Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
Lowther, D. L., Inan, F. A., Strahl, J. D., & Ross, S. M. (2008). Does technology integration “work” when key barriers are removed? Educational Media International, 45(3), 195–213.
Lumpe, A. T., & Chambers, E. (2001). Assessing teachers’ context beliefs about technology use. Journal of Research on Technology in Education, 34(1), 93–107.
Mac Callum, K., Jeffrey, L., & Kinshuk. (2014). Factors impacting teachers’ adoption of mobile learning. Journal of Information Technology Education: Research, 13, Retrieved from http://www.jite.org/documents/Vol13/JITEv13ResearchP141-162MacCallum0455.pdf
Markauskaite L. (2006). Gender issues in preservice teachers′ training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1), 1-20.
Martyn Margie (2007). Clickers in the classroom: an active learning approach. Educuse Quarterly, 2, 71-74.
McDonald, R. P. & Ho, M. R. (2002). Principles and Practice in Reporting Structural equation analyses, Psychological Methods, 7(1), 64–82.
McGrail, E. (2005). Teachers, technology, and change: English teachers’ perspectives. Journal of Technology and Teacher Education, 13, 5–24. Mercier, E. M., & Higgins, S. E. (2013). Collaborative learning with multi-touch technology: Developing adaptive expertise. Learning & Instruction, 25, 13-23. Miura, I. T.(1986).Computer self-efficacy: A factor in understanding gender differences in computer course enrollment. (ERIC Document Reproduction
158
Service No. ED 271 104).
Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers and Education, 49(3), 581–596.
Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51, 1523-1537.
Murphy, C.A., Coover, D., & Owen, S.V. (1989). Development and validation of the computer self-efficacy scale. Educational and Psychological Measurement, 49, 893-899.
Murphy, D., King, F., & Brown, S. (2007). Laptop initiative impact: assessed using student, parent and teacher data. Computers in the Schools, 24(1/2), 57–73.
Ngai, E. W. T., Poon, J. K. L., & Chan, Y. H. C. (2007). Empirical examination of the adoption of WebCT using TAM. Computers and Education, 48(2), 250–267.
Niederhauser, D. S., & Perkmen, S. (2008). Validation of the intrapersonal technology integration scale: Assessing the influence of intrapersonal factors that influence technology integration. Computers in the Schools, 25, 98–111.
New Media Consortium. (2013). Horizon Report: 2013 K-12 Edition. Retrieved from http:// http://www.nmc.org/pdf/2013- horizon-report-k12.pdf
O′Bannon, B. W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters. Computers & Education, 74, 15–25.
O’Dwyer, L., Russell, M., & Bebel, D. (2004). Elementary teachers’ use of technology: Characteristics of teachers, schools, and districts associated with technology use. Boston, MA: Technology and Assessment Study Collaborative, Boston College.
Ogata, H., Saito, N. A., Paredes, R. G., Martin, G. A. S., & Yano, Y. (2008). Supporting classroom activities with the BSUL system. Educational Technology and Society, 11(1), 1–16.
Ogott, O. G., & Odera, F. Y. (2012). Factors Influencing Teachers’ Attitudes towards Language Material Selection, Development and Use in Early Childhood Education Program. International Journal of Information and
159
Communication Technology Research, 2(10), 779-786.
O’Loughlin, M. (1989). The influence of teachers’ belief about knowledge, teaching and learning on their pedagogy: A constructivist reconceptualization and research agenda for teacher education, (ERIC Document Reproduction Service No. ED 339- 679.
Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia - Social and Behavioral Sciences, 28, 937–942.
Pajares(1996). Self-efficacy beliefs in Academic setting. Review of Educational Reacher, 66, 543-578.
Palmer, D (2006). Durability of change in self-efficacy of preservice primary teachers. International Journal of Science education, 28(6), 655-671.
Papastergiou, M. (2010) Enhancing physical education and sport science students’ self-efficacy and attitudes regarding information and communication technologies through a computer literacy course. Computer & Education 54, 298–308.
Pelgrum, W. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37, 163–178.
Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: a research synthesis. Journal of Research on Technology in Education, 38(3), 329–348.
Peralta, H., & Costa, F. A. (2007). Teachers’ competence and confidence regarding the use of ICT. Educational Science Journal, 3, 75–84.
Petko, D. (2012). Teachers′ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ′will, skill, tool′ model and integrating teachers′ constructivist orientations. Computers & Education, 58(4), 1351-1359.
Pianfetti, E. (2001). Focus on research: Teachers and technology: Digital literacy through professional de-velopment. Language Arts, 78(3), 255-262.
Player-Koro C. (2012). Factors Influencing Teachers’ Use of ICT in Education, Education Inquiry 3(1), 93-108.
160
Robinson, B. (1994). Technology leadership in the English educational system: From computer systems to systematic management of computers. In Kearsley, G. & Lynch, W. (Eds.), Educational technology: Leadership perspectives, New Jersey: Educational Technology, 137-152.
Russell, M, Bebell, D., & O’Dwyer, L. (2003). An overview of the USEIT study and the participating districts. Boston: Technology and Assessment Study Collaborative, Boston College.
Rutledge, D., Duran, J., & Carroll-Miranda, J. (2007). Three years of the New Mexico laptop learning initiative (NMLLI): stumbling toward innovation. AACE Journal, 15(4), 339–366.
Salemi M. K. (2009). Clickenomics: Using a classroom response system to Increase Student Engagement in a Large Enrollment Principles of Economics Course, The Journal of Economic Education, 40 (4), 385-404.
Sang, G., Valcke, M., Braak, J. v., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT in-tegration: Predictors of prospective teaching behaviors with educational technology. Computers and Education, 54(1), 103-112.
Schreiber(2008). Core reporting practices in structural equation modeling, Research in Social and Administrative Pharmacy, 4, 83–97.
Scrimshaw, P.( 2004). Enabling teachers to make successful use of ICT. Coventry: BECTA.
Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel (Ed.), Parental beliefsystem: The psychological consequences for children (pp. 345-371). Hillsdale, NJ: Erlbaum.
Silvernail, D. L., & Lane, D. M. M. (2004). The impact of Maine’s one-to-one laptop program on middle school teachers and students. Portland, ME: University of Southern Maine.
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44, 343–355.
So, T., & Swatman PMC.(2006). E-Learning readiness of Hong Kong Teachers. Retrieved January 19, 2008 Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.65.8121&rep=rep1&
161
type=pdf.
Tsai, P.S., Hwang, G. J. & Tsai, C. C., (2012). Developing a survey for assessing preferences in constructivist context-aware ubiquitous learning environments. Journal of Computer Assisted Learning, 28(3), 250-264.
Teo, T. (2009). Modelling technology acceptance in education: a study of pre-service teachers. Computers and Education, 52(2), 302–312.
Teo, T.(2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432–2440.
Teo, T., Fan, X., & Du, J. (2015). Technology acceptance among pre-service teachers: Does gender matter? Australasian Journal of Educational Technology, 31(3), 235-251.
Tondeur, J., Hermans R., & van Braak, J. Valcke, M. (2008). Exploring the link between teachers educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24, 2541-2553.
Tondeur, J., Valcke, M., & van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: Teacher and school characteristics. Journal of Computer Assisted Learning, 24, 494–506.
Tondeur, J., van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23, 197–206.
Torkzadeh, G., Koufteros, X., & Pflughoeft, K. (2003). Confirmatory analysis of computer self-efficacy. Structural Equation Modeling, 10(2), 263-275
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
Uluyol, C., & Agca, R. K. (2012). Integrating mobile multimedia into textbooks: 2D barcodes. Computers & Education, 59(4), 1192-1198.
Uzunboylu H., Ozdamli F. (2010).Teacher perception for m-learning: scale development and teachers’ perceptions, Journal of Computer Assisted Learning, 1-13. doi: 10.1111/j.1365-2729.2011.00415.x
van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422.
162
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157-178
Vinu P. V., Sherimon P. C. and Reshmy Krishnan (2011). Towards pervasive mobile learning-the vision of 21st century. Procedia Social and Behavioral Sciences, 15(1), 3067-3073.
Walker and Shepard (2011). Phenomenological Investigation of Elementary School Teachers Who Successfully Integrated Instructional Technology Into the Curriculum. Journal of Educational Research and Practice, 1(1), 23–35.
Wang Y.S., Wu C.M. & Wang Y.H. (2009).Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40, 92–118.
Wilson, E. K. (2003). Preservice secondary social studies teachers and technology integration: What do they think and do in their field experiences. Journal of Computing in Teacher Education, 20(1), 29–39.
Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173–207.
Wood, E., Mueller, J., Willoughby, T., Specht, J., & DeYoung, T. (2005). Teachers’ perceptions: Barriers and supports to using technology in the classroom. Education., Communication, & Information, 5, 183–206.
Wu, P.-H., Hwang, G.–J., Su, L. –H., & Huang, Y.-M. (2012). A context-aware mobile learning system for supporting cognitive apprenticeships in nursing skills training. Educational Technology & Society, 15(1), 223-236.
Yilmaz, P. N. (2011). Evaluation of the Technology Integration Process in the Turkish Education System. Contemporary Educational Technology. 2(1), 37-54.
Zhang, Z., Tousignant, W., & Xu, S. (2012). Introducing accessible ICT to teacher candidates: A way to address equity issues. Journal of Literacy and Technology, 13(1), 2-18.
163
Zucker, A., & Hug, S. (2008). Teaching and learning physics in a 1:1 laptop school. Journal of Science Education and Technology, 17(6), 586–594. |